Syllabus

For
High School
Examination

For The Board Examination (Class X)

Note :

The Board reserves the right to amend Syllabi and Courses as and when it deems necessary. The
Schools are required to strictly follow the Syllabi and text books prescribed by the Board for
the academic sessions and examinations concerned. No deviation is permissible.
(i)
 CONTENTS

A. Open Schooling the Distance Learning Programme

B. Eligibility and Scheme of studies

1. Eligibility of candidate
2. Academic Qualification for undertaking Examination
(a) For Class 10th
(b) For Class 12th
3. Admission Procedure
4. Admission to Examination
5. Detaining of Eligible Candidate

C. Scheme of Examination and Pass Criteria

1. General Conditions
2. Pass Criteria
3. Grading
4. Eligibility of Compartment
5. Compartment Examination
6 Improvement of Performance
7. Merit Certificate
8. Exemption of Spastic, Blind, Dyslexic and Physically Handicapped Candidate
9. Medium of Instruction

D. Study Planning
(i) Subject Scheme for High School Certificate Examination
(ii) Subject Scheme for Intermediate Certificate Examination

(ii)
E. Course of Studies

Class Xth (High School Certificate)

1. Subject Sub. Page

(Language) Code No.
1. Hindi 201 1
2. English 202 4
3. Sanskrit 203 6
4. Urdu 204 11
5. Bengali 206 12
6. Gujrati 207 14
7. Kannada 208 16
8. Kashmiri 209 18
9. Malyalam 210 20
10. Manipuri 211 22
11. Marathi 212 24
12. Mizo 213 26
13. Oriya 214 28
14. Punjabi 216 31
15. Tamil 217 33
16. Telugu 218 35

2. Compulsory Subjects
1. Mathematics 221 37
2. Home Science 222 42
3. Science 223 45
4. Social Science 224 49

3. Additional Subjects
1. Home Science 225 57
2. Business Administration 226 58
3. Computer Science & IT 227 59
4. Drawing & Painting 228 64

(iii)
Syllabus updation is a continuous process and hence the Board brings out revised Syllabus every year. It

is obligatory for the Schools and the students preparing for the Board’s examination of a particular year to

follow the syllabi, courses and the books prescribed by it for that year. No deviation from the ones prescribed

is permissible. All concerned are, therefore, strongly advised to purchase the curriculum prescribed for the

year concerned from the RIOS Headquarters or its Regional Offices for their information and use. Orders

with the required price and postage can be placed with the Store Keeper (Publications) at the Headquarters

or with the Regional Coordinator of the region as the case may be. Readers are also advised to refer to

the details given at the end of this publication.

Published by Secretary, Rural Institute of Open Schooling (Delhi)

(iv)
 A

Open Schooling
The Distance Learning Programme”

The expression “opens schooling”

Refer to in the Examination Bye-laws
Means no Compulsory attendance
In the classes held; Candidates
Taking up subject(s) involving
Practical’s shall be required to
have put in at least 75% of the
total attendance for practical
work in the subject in the laboratory.
Head of Institutions shall not allow a
Candidate who has offered subject(s)
Involving practical’s to take the practical
examination(s) unless the candidates
Fulfill the attendance requirements
As given in this Rule.

(v)
 B
SCHEME OF STUDIES
(1) Eligibility of Candidate
Student seeking admission to any class in a ‘School/Academic center’ will be eligible for
admission to that class only if he:-
a. Has been studying in a school recognized by or affiliated to this Board or any other
recognized Board of Secondary Education in India;
b. Has passed qualifying or equivalent qualifying examination making him eligible for
admission to that class;
c. Satisfies the requirements of age limits ( minimum ) as determined by the Sate/
U.T. Government and applicable to the place where the School is located;
d. Produces :-
(i) the School Leaving Certificate/Transfer Certificate signed by the Head of
the Institution last attended and countersigned ;
(ii) document(s) in support of his having passed the qualifying or equivalent
qualifying examination, and
(iii) The Date of Birth Certificate issued by the Registrar of Births and Deaths
wherever existing as proof of date of birth.
e. No student migrating from a school in a foreign country other than the school
affiliated to this Board shall be eligible for admission unless an eligibility certificate
in respect of such a student has been obtained from this Board. For obtaining
eligibility certificate from the Board, the Principal of the School to which
admission is being sought will submit to the Board full details of the case and
relevant documents with his own remarks/ recommendations. The eligibility
certificate will be issued by the Board only after the Board is satisfied that the
course of study undergone and examination passed is equivalent to the
corresponding class of this Board.
f. No person who is under the sentence of rustication or is expelled from any Board/
University/ School or is debarred from appearing in the examination for whatever
reason by any Board/ University shall be admitted to any class in a School affiliated
to this Board.
g. No student shall be admitted or promoted to any subsequent higher class in any
school unless he has completed the course of study of the class to which he was
admitted at the beginning of the academic session and has passed the examination
at the end of the concerned academic session qualifying him for promotion to the
next higher class.

(vi)
Explanation
(i) A person who has been studying in an institution, which is not listed in COBSE Shall not
be admitted to any class on the basis of Certificate(s) of such institution(s) attended by
him earlier.
(ii) Qualifying Examination’ means an examination -the passing of which makes a student
eligible for admission to a particular class and ‘equivalent examination’ means-an
examination conducted by any Board of Secondary Education/Indian University or an
institution listed in COBSE.

2. ACADEMIC QUALIFICATIONS FOR UNDERTAKING EXAMINATIONS

(a) For class Xth.
A candidate for High school certificates Examination of RIOS should have:-
(i) passed the Middle School Examination (Class VIII) of a Board or of an
affiliated/ recognized school at least two years earlier than the year in which
he would take high school certificate (Class X ) Examination,
(ii) secured a grade higher than grade E in each of the subjects of internal
assessment at the examination referred to at (a) above;
(b) For class XIIth
A candidate for RIOS intermediate certificate examination should have :-
(i) Passed the secondary school examination (Class X) of this board or an
equivalent examination from any other recognized board/University at least
two years earlier than the year in which he/she would take Intermediate
certificate examination (Class XII) of the board; and
(ii) Secured a grade higher than grade ‘E’ in each of the subjects of internal
assessment at secondary school examination (Class X) referred to at (a)
above.

3. Admission Procedure
(a) Successive numbers must be allotted to students on their admission and each Student
should retain this number throughout a whole of his career in the school. A student
returning to the school after absence of any duration shall resume admission on
his original number.
(b) If a student applying for admission to a school has attended any other school, an
authenticated copy of transfer certificate in the format given in the examination
bye-laws from his last school must be produce before his name can be entered
in the admission register.
(c) In no case shall a student be admitted into a class higher than that for which he
is entitled according to the transfer certificate.
(d) A student shall not be allowed to migrate from one “School” to another during the
session after his name has been sent up for the examination of the board. This
condition may be waived only in special circumstances by the chairman.
(vii)
 (e) A student leaving his school at the end of a session or who is permitted by the
school during the session shall on a payment of all dues, receive an authenticated
copy of the transfer certificate up-to-date. A duplicate copy may be issued if the
head of the institution is satisfied that the original is lost but it shall always be
so marked.
(f) In case a student from an institution not affiliated to the board seeks admission
in a school affiliated to the board, such a student shall produce a transfer certificate
duly countersigned by an authority as indicated in the format given in examination
bye-laws.

4. Admission to examination
No candidate who has been expelled or is under the punishment or rustication or his
debarred for appearing in or taking an examination for any reason whatsoever, shall be
admitted to any examination of the board.

5. Detaining Of Eligible Candidates

In no case the Heads of affiliated schools/AC shall detain eligible candidates from
appearing at the examination.

(viii)
 C
SCHEME OF EXAMINATIONS AND PASS CRITERIA
1. GENERAL CONDITIONS
a) The Scheme of Examinations and Pass Criteria for HSEC & IMEC conducted by
the Board, shall be as laid down from time to time.
b) The Board will conduct the examinations at the end of class Xth & XIIth.
c) These examinations shall be based on the Syllabi as prescribed by the Board for
class Xth & XIIth . from time to time.
d) Number of papers, duration of examination and marks for each subject/paper will
be as specified in the curriculum for the year.
e) The examination would be conducted in theory as well as in practical’s, depending
upon the nature of the subject(s) and the marks/grades allotted shall be as prescribed
in the curriculum.
f) Marks/grades shall be awarded for individual subjects and the aggregate marks shall
not be given.
2. PASS CRITERIA
a) In order to be declared as having passed the examination, a candidate shall obtain
a grade higher than E (i.e.atleast 33% marks) in all of the subjects of Board
examination in the main or at the compartmental examinations. The pass marks in
each subject of board examination shall be 33%. In case of subjects involving
practical work a candidate must obtain 33% marks in theory and 33% marks in
practical separately in addition to 33% marks in aggregate in order to qualify in
that subject.
b) No overall division/distinction/aggregate shall be awarded.
3. GRADING
a) Assessment of theory/practical papers in board Exams shall be in numerical scores. In
addition to numerical scores, the Board shall indicate grades in the mark sheets issued
to the candidates.
b) Letter grades on a nine-point scale shall be used.
c) The qualifying marks in each subject of board examination shall be 33% at Secondary
School Examination. However in a subject involving practical work a candidate must obtain
33% marks in theory and 33% marks in practical separately in addition to 33% marks
in aggregate in order to qualify in that subject.

(ix)
 For % Between 91 to 100 = A+

For % Between 81 to 90 = A

For % Between 76 to 80 = B+

For % Between 71 to 75 = B

For % Between 61 to 70 = C+

For % Between 51 to 60 = C

For % Between 41 to 50 = D+

For % Between 33 to 40 = D

Failed Candidates = E

4. ELIGIBILITY OF COMPARTMENT

A Candidate failing in two of the taken subjects of board examination shall be placed in
compartment

5. COMPARTMENT EXAMINATION

a) A candidate placed in Compartment may reappear at Compartment Examination to

be held in Next by the board. The candidate will be declared ‘PASS’ provided he/
she qualifies the compartmental subjects in which he/she had failed.

b) A candidate who does not appear or fails at one or all the eight chances of
compartment shall be treated to have failed in the examination and shall be required
to reappear in all the subjects at the subsequent annual examination of the Board
as per syllabi and courses laid down for the examination concerned in order to pass
the examination. The candidate’s practical marks/internal assessment marks ob-
tained in the ‘Main examination will be carried over till the eight chance
compartmental examination. The candidate shall have the option to appear at the
practical examination in the subjects involving practical or retain their previous
marks in one more annual examination after the eight Chance Com-partment.

c) Syllabi and Courses for the Compartmental Candidates in Examination shall be the
same as applicable to the candidates of full subjects appearing at the examination.

d) For subjects involving practical work, in case the candidate has passed in practical
at the main examination he/she shall appear only in theory part and previous practical
marks will be carried forward and accounted for. In case a candidate has failed in
practical he / she shall have to appear in theory and practical both irrespective of
the fact that he / she has already cleared the theory examination.

(x)
6. IMPROVEMENT OF PERFORMANCE

a. A candidate who has passed an Examination of the Board may reappear at the
examination for improvement of performance in the main examination in
succeeding year only. The candidate(s) appearing for improvement of performance
in the examination can appear in the subject(s) only in which they have been
declared pass but not in the subject in which they have been declared fail.

b. A candidate appearing for improvement in subject(s) involving practical shall appear

only in theory and previous practical marks shall be carried forward and accounted
for.

c. Candidates who appear for improvement of performance will be issued only

statement of Marks reflecting the marks of the improvement examination.

d. A candidate appearing for improvement of performance in one or more subjects

cannot appear for additional subject simultaneously.

7. MERIT CERTIFICATES

a) The Board will award Merit Certificates in each subject to the top 0.1% of
candidates passing the subject, provided that they have passed examination as per
the pass criteria of the Board.

b) The number of Merit Certificates in a subject will be determined by rounding of

the number of candidates passing the subject to the nearest multiple of thousand.
If the number of candidates passing a subject is less than 500, no merit certificate
will be issued.

c) In the matter of tie, if one student gets a Merit certificate, all candidates getting
that score will get the Merit Certificate.

8. EXEMPTION TO SPASTIC, BLIND, DYSLEXIC AND PHYSICALLY

HANDICAPPED CANDIDATES

Dyslexic, Spastic candidates and candidates with visual and hearing impairment have the
option of studying one compulsory language as against two. This language should be in
consonance with the overall spirit of the Three Language Formula prescribed by the Board.
Besides one language any four of following subjects be offered:-

Mathematics, Science, Social Science, another language, Agriculture, Business

Administration, Computer Science & Information Technology, Drawing and Painting,
Home Science.

9. Medium of instruction:-

The Medium of instruction in general in all the schools affiliated with the board shall either
be English or Hindi
(xi)
 D
Study Planning
1. In all subjects examined by the board, a student will be given one paper each carrying 100
marks. However, in subjects requiring practical examination, their will be a theory paper
and practical examinations as require in the syllabi and courses.
2. A candidate may offer an additional subject which can be either a language at elective level
or an order elective subject as prescribed in the scheme of studies, subject to the
conditions laid down in the pass criteria.
3. Subject Scheme for High School Certificate Examination

Language Main Subjects Optional Subjects Internal

Assessment
Two Languages are Compulsory Any one Any One Compulsory
compulsory out of
which one shell be
Hindi or English

Hindi, English and Science Mathematics Business- Physical

all of regional Social Science Home Science Administration Education
language Computer Science
& Information-
Technology Home
Science Drawing

4. Subject Scheme for Intermediate Certificate Examination

Science Group
Language Main Subjects Optional Subjects Internal Assessment
Minimum one or Compulsory Minimum Compulsory
maximum two one or
language, out of maximum
which one shell three subjects
be Hindi or
English.

Hindi, English and Physics Mathematics Biology Physical Education

all of regional Chemistry Computer Science
language Information
Technology
(xii)
 Commerce Group

Language Main Subjects Optional Subjects Internal Assessment

Minimum one or Compulsory Minimum one Compulsory

maximum two or maximum
language, out of three subjects
which one shell
be Hindi or
English.

Hindi, English Business Mathematics Physical

and all of organization Statistics Education
regional language Accountancy Entrepreneurship

Humanities/Arts Group

Language Main Subjects Optional Subjects Internal Assessment

Minimum one or Compulsory Minimum one or Compulsory

maximum two maximum three
language, out of subjects
which one shell be
Hindi or English.

Hindi, English Sociology Geography Physical Education

and all of History Economics
regional language Political Science
Home Science

(xiii)
 fgUnh
(Code No. 201)

Class X

fgUnh ekr` Hkk"kk

Hkkjr ,d cgqHkk"kh ns'k gS ftlesa cgqr&lh Hkk"kk,a jph&clh gSaA Hkkf"kd vkSj lkaLd`frd n`f"V ls
fHkUu gksus ds ckotwn Hkkjrh; ijaijk esa cgqr dqN ,slk gS tks ,d&nwljs dks tksM+rk gSA ;gh dkj.k
gS fd ekr`Hkk"kk ds :i esa vyx Hkk"kk dks i<+us okyk fo|kFkhZ tc nwljh Hkk"kk ds :i eas fgUnh dk
pquko djrk gS rks mlds ikl vfHkO;fDr dk ,d n`<+ vk/kkj igyh Hkk"kk ds :i esa igys ls gh ekStwn
gksrk gSA blhfy, NBh ls vkBoha d{kk esa lh[kh gqbZ fganh dk fodkl Hkh og rsth ls djus yxrk
gSA vkBoha d{kk rd og fganh Hkk"kk esa lquus] i<+us] fy[kus vkSj dqN&dqN cksyus dk vH;kl dj pqdk
gksrk gSA fganh dh cky if=dk,a vkSj fNViqV jpuk,a i<+uk Hkh vc mls vk x;k gSA blhfy, tc og
uoha] nloha d{kk eas fganh i<+sxk rks tgka ,d vksj fganh Hkk"kk ds ek/;e ls lkjs ns'k ls tqM+sxk ogha
nwljh vksj vius {ks= vkSj ifjos'k dks fganh Hkk"kk ds ek/;e ls tkuus dh dksf'k'k Hkh djsxk D;ksafd
fd'kksj o; ds bu cPpksa ds ekufld /kjkry dk fodkl fo'o&Lrj rd igqap pqdk gksrk gSA

f'k{k.k mís ' ;

• nSfud thou esa fganh eas le>us&cksyus ds lkFk&lkFk fy[kus dh {kerk dk fodkl djukA
• fganh ds fd'kksj&lkfgR;] v[kckj o if=dkvksa dks i<+dj le> ikuk vkSj mldk vkuan
mBkus dh {kerk dk fodkl djukA
• vkSipkfjd fo"k;ksa vkSj lanHkks± esa ckrphr esa Hkkx ys ikus dh {kerk dk fodkl djukA
fganh ds t+fj;s vius vuqHko lalkj dks fy[kdj lgt vfHkO;fDr dj ikus esa l{ke cukukA
• lapkj ds fofHkUu ek/;eksa ¼fiazV vkSj bysDVªkWfud½ esa iz;qDr fganh ds fofHkUu :iksa dks le>us
dh ;ksX;rk dk fodkl djukA
• d{kk esa cgqHkkf"kd] cgqlkaLd`frd lanHkks± ds izfr laosnu'khy ldkjkRed lksp cukukA
• viuh ekr`Hkk"kk vkSj ifjos'kxr Hkk"kk dks lkFk j[kdj fganh dh lajpukvksa dh le> cukukA

-1-
O;kdj.k ds fca n q
d{kk X
• 'kCn] in vkSj inca/k eas varj
• feJ vkSj la;qDr okD;ksa dh lajpuk vkSj vFkZ] okD; :ikarj.k
• 'kCnksa ds voyksdu }kjk laf/k dh igpku] dqN vkSj milxks±] izR;;ksa vkSj lekl 'kCnksa
dh igpku vkSj muds vFkZ dk vuqeku
• eqgkojksa vkSj yksdksfDr;ksa dk varj vkSj mudk iz;ksx
• okD; ds Lrj ij i;kZ;okph] foykse vkSj vusdkFkhZ 'kCnksa dk lqfpafrr iz;ksx\
,d iz ' ui=k le; & iw . kk± d 100

¼d½ vifBr x|ka'k 20

¼[k½ jpuk 10
¼x½ O;kogkfjd&O;kdj.k 20
¼?k½ ikB~;&iqLrd ¼Li'kZ Hkkx&2½ 40
iwjd&iqLrd ¼lap;u Hkkx&2½ 10

[k.M & d & vifBr x|ka'k&cks/k 20

1- (i) yxHkx 300 ls 400 'kCnksa dk ,d x|ka'k 12
2- (ii) yxHkx 200 ls 300 'kCnksa dk ,d okD;ka'k 8
mi;qZDr x|k'kksa ij 'kh"kZdksa dk pquko] fo"k;&oLrq dk cks/k vkSj Hkkf"kd
fo'ks"krkvksa ij vfr y?kqÙkjkRed iz'u iwNs tk,axsA

[k.M & [k & jpuk 10

3- (i) i=&ys[ku ¼vkSipkfjd i=½ 5
4- (ii) vuqPNsn&ys[ku % ladsr fcUnqvksa ij vk/kkfjr le&lkef;d fo"k;ksa ij 5

[k.M & x & O;kogkfjd & O;kdj.k 20

5- (i) 'kCn] in vkSj inca/k esa varj] in ifjp; 4
6- (ii) feJ vkSj la;qDr okD;ksa dk :ikarj.k 4
7- (iii) Loj laf/k] rRiq#"k vkSj deZ/kkj; lekl ¼2$2½ 4
8- (iv) eqgkojksa] vkSj yksdksfR;ksa dk iz;ksx&ikB~; iqLrd ij vk/kkfjr ¼2$2½ 4
9- (v) v'kq) okD;ksa dk 'kks/ku 4
& us dh v'kqf);ka
& Øe dh v'kqf);ka
-2-
[k.M & ?k & ikB~;&iqLrd ,oa iwjd iqLrd 50

• ikB~ ; &iq L rd % Li'kZ Hkkx&2 20 + 20 ¾ 40

10- (i) nks esa ls ,d dkO;ka'k ij vk/kkfjr vFkZ&xzg.k ds iz'u 6

11- (ii) dforkvksa ds fo"k;&cks/k vkSj ljkguk ij vk/kkfjr 9
12- (iii) dforkvksa ds izfrikn~; @ lans'k ls lacaf/kr iz'u 5
13- (iv) nks esa ls ,d x|ka'k ij vFkZ&xzg.k laca/kh iz'u 6
14- (v) x|&ikBksa ds fo"k;&cks/k ij vk/kkfjr iz'u 9
15- (vi) x|&ikBksa ds fo"k;&cks/k ij vk/kkfjr iz'u 5

iw j d & iq L rd] la p ;u Hkkx 2 10

16- (i) cgqfodYih iz'u

fu/kkZ f jr iq L rds a %

1- Li'kZ & Hkkx 2 ,u-lh-bZ-vkj-Vh }kjk izdkf'kr

2- iw j d iq L rd] la p ;u&Hkkx 2 ,u-lh-bZ-vkj-Vh }kjk izdkf'kr

-3-
 ENGLISH
(Code No. 202)
BRIEF

Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose,
fiction and poetry. While there is a trend for inclusion of a wider range of contemporary and authentic texts,
accessible and culturally appropriate pieces of literature should playa pivotal role at the secondary stage of
education. The English class should not be seen as a place merely to read poems and stories in, but an area
of activities develop the learner's imagination as a major aim of language study, and to equip the learner with
communicative skills to perform various language functions through speech and writing.

OBJECTIVES

The general objectives at this stage are:

To build greater confidence and proficiency in oral and written communication to develop the ability and
knowledge required in order to engage in independent reflection and inquiry to use appropriate English to
communicate in various social settings equip learners with essential language skills to question and to ar-
ticulate their point of view. to build competence in the different registers of English to develop sensitivity to,
and appreciation of, other varieties of English, Indian Englishes, and the culture they reflect to enable the
learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus,
library, internet etc.), to develop curiosity and creativity through extensive reading to facilitate self-learning
to enable them to become independent learners to review, organise and edit their own work and work done
by the peers At the end of this stage learners will be able to do the following:

Give a brief oral description of events / incidents of topical interest retell the contents of authentic audio texts
(weather reports, public announcements, simple advertisements, short interviews, etc.) participate in con-
versations, discussions, etc, on topics of mutual interest in non-classroom situations narrate the story de-
picted pictorially or in any other non-verbal mode respond in writing to business letters, official communi-
cations read and identify the main points / significant details of texts like scripts of audio-video interviews,
discussions, debates etc. .

Write without prior preparation on a given topic and be able to defend or explain the position taken/ views
expressed write a summary of short lectures on familiar topics by making/taking notes write an assessment
of different points of view expressed in a discussion / debate read poems effectively (with proper rhythm
and intonation) to transcode information from a graph / chart to a description/ report.

-4-
 LANGUAGE ITEMS
In addition to consolidating the grammatical items practised earlier, the courses at secondary level will seek
to reinforce the following explicitly:
sequence of tenses
reported speech in extended texts
modal auxiliaries (those not covered at upper primary) non-finites (infinitives, gerunds, participles)
conditional clauses
complex and compound sentences
phrasal verbs and prepositional phrases
cohesive devices
punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark)

METHODS AND TECHNIQUES

The methodology will be based on a multi-skill, activity based, learner centred approach, (are would be
taken to fulfil the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the learner.
In this situation the teacher is the facilitator of learning, s(he) presents language items} contrives situations
which motivates the child to use English for the purposes of communication and expression. Aural-oral teaching
and testing is an integral feature of the teaching-learning process. The electronic and print media could be
used extensively. The evaluation procedure should be continuous and comprehensive. A few suggested activities
are:
Role playing
Simulating real-to-life situations
Dramatising and miming
Problem solving and decision making
Interpreting information given in tabular form and schedule
Using newspaper clippings
Borrowing situations from the world around the learners, from books and from other disciplines Using
language games, riddles, puzzles and jokes
Interpreting pictures / sketches / cartoons
Debating and discussing
Narrating and discussing stories, anecdotes, etc. Reciting poems Working in pairs and groups
Using media inputs- computer, television, videocassettes, tapes, software packages.

-5-
 SANSKRIT
(Code No. 203)

Class X

uoen’keJs.khH;ke~ laLd`rHkk"kk;k% izHkkfof'k{k.kkFkZ fodflr% lEizs"k.k&mikxe&vk/kkfjr%

f}o"khZ;% ,"k% ikB~;Øe%A izk;% vuqoknek/;esu ,o laLd`rf'k{k.ka izorZrs ;su Nk=s"kq Hkk"kkxrdkS'kykuka lE;d~
fodkl% u HkofrA vr% Nk=f'k{kde/;s d{kklq laLd`rHkk"kk;ke~ vUr% fØ;k Hkosr~ ;su Nk=k%&
• laLd`rHkk"kk;ka Jo.kkolja yHksju~%
• ljylaLd`rokD;kfu JqRok vFkZe~ voxPNs;q%
• d{kklq lkekU;O;ogkjs fuiq.kk% Hkos;q%
• laLd`rx|L; i|L; p ekSuokpus lLoj&'kq)&mPpkj.ks p l{kek% Hkos;q%
• fufnZ"V'kCnwlphlkgk;~;su ljylaLd`rokD;s"kq vuqPNsnys[kus] i=ys[kus ;ksX;rka /kkj;s;q% bfr ,rkfu
ikB~;ØeL; y{;kf.kA
lkjka'kr% laLd`rsu Jo.k&Hkk"k.k&okpu ys[kudkS'kykuka fodkl% vis{;rsA Nk=k% dsoy d.BLFkhdj.ka u dq;qZ%
vfirq fpUruizsjdiz'ukuka ek/;esu rs"kka ekSfydltZukRed'kDrsjfi fodkl% Hkosr~ bfr vk'kkL;rsA
fof'k"Vks n ~ n s ' ;kfu
Jo.ka p Hkk"k.ke~
• Nk=k% d{kklq f'kVkpkjikyus laLd`rL; iz;ksxa dq;qZ%]
• ljyfunsZ'kku~ JqRok rnuqlkja dk;Za dq;qZa%]
• d{kkO;ogkjs laLd`rsu vuqefra izkIuq;q%]
• ljylaLd`rs iz'ufuekZ.ks leFkkZ% Hkos;q%]
• ljylaLd`riz'ukuka ekSf[kd:is.k ,dinsu iw.kZokD;su ok mRrjkf.k oDrqa leFkkZ% Hkos;q%
• o.kkZuke% mPpkj.ka JqRok mPpkj.kLFkuka tkuh;q%]
• ljylaLd`rokD;s"kq HkkoizdVulkE;Z 'kq)okD;ljapukizkoh.k;a ok x`g~.kh;q%A
okpue~
okpuL; vUrxZrs Nk=s"kq v/kksfyf[krk% n{krk% vis{;Urs &
• iznÙkx|ka'kL; i|ka'kL; ukV~;ka'kL; p ekSuokpua] lLojokpue~ vFk p Hkkoiw.kZokpue~%
• x|&i|&ukV~;fnikB~;oLrq ifBRok Hkkocks/kue~%]
• ljyokD;kfu ifBRok in&fo'ks"ke~ vk/k`R; iz'ufuekZ.ke~%
• ikB~;ka'kef/kd`R; 'kh"kZdiznkue~%

-6-
 • i|kuke~ vUo;s"kq leqfp'kCnS% fjDrLFkkuiwfrZ%
• i|kuke~ iznÙkHkkokFksZ"kq fjDrLFkkuiwfrZ%
• ØejfgrokD;kfu ifBRok ekSf[kd:is.k Øefu/kkZj.ke~%
ys [ kue~
ys[kuef/kd`R; v?kksfyf[krk% n{krk% visf{krk%&
• nsoukxjhfyfiKkue~] la;qDrO;~Tuys[kue~] LojO;~tula;ksxsu 'kCnfuekZ.ke~] 'kCnkuka] o.kZfoU;kl%]
• okD;s"kq izkfrifndkuka lfoHkfDriz;ksx%
• dr`ZinS% lg fØ;k;k% vfUofr%
• fo'ks"k.k&fo'ks";inkuke~ vfUofr%
• d`r`&rf)rizR;;kuka lgk;r;k okD;fuekZ.ke~%
• dFkuek/k`R; iz'uys[kue~%
• vO;;kuka lkFkZd'kq)iz;ksx%
• fojkefpg~ukuka leqfpriz;ksx%
• ?kVukØekuqlkje~ vuqPNsnL; ys[kua] dFkkys[kua i=kfnys[kua p%
• iznÙklwphlkgk;~;su iz'ufuekZ.ke~%
• vFHkuUnu&fuea=.k&o/kkZiui=k.ka fuekZ.ka] izkpk;Za izfr p izkFkZuki=ys[kue~%
• iznÙkokrkZykis fjDrLFkkuiwj.ke~A
xfrfof/k;%
• laLd`rL; lekukUrjlwDrhuka lqHkkf"krkuka laaxzg.ke~ izn'kZuPpA
• fofo/kizfr;ksfxrkuke~ vk;kstua ' yksdksPpkj.ke~] dFkksidFkua Hkk"k.ka] ukV~;ka'kuke~ vfHku;'p
• laLd`rHkk"kkokD;iz;ksxekfJR; fofo/kØhMklq izfrHkkfxRoe~A
• 'kCndks'kL; iz;ksxs uSiq.;fodkl; Nk=k.ka Lodh;'kCndks'kfuekZ.ke~A
• fofo/k&voljs"kq iz;ksxkFkZe~ vfHkuUnu&fuea=.k&o/kkZiui=k.ka fuekZ.ke~A
• laLd`rHkk"kk;a fefÙkif=dklEiknue~A
• fo|ky;L; if=dk;ka laLd`rfoHkkxL; ;ksxnkue~A
• Nk=S% d`rL; dk;ZL; izn'kZuh&vk;kstue~A
• laLd`rokpue~ vf/kd`R; /ofuifV~Vdkuka fuekZ.ke~A
ewY;kadue~
Nk=k% d{kklq laLd`rHkk"kk;k% lE;e~ iz;ksxa dq;qZ%A vr% rs"kka okXO;ogkjL; okpuL; iBuL; ys[kuL; p
lrra O;kida ewY;kadueis{;rsA ;|fi okf"kZd&cksMZ&ijh{kklq izk;% iBu&ys[kudkS'ky;ks% ,o ijh{k.ka Hkofr

-7-
fdUrq vu;ks% dkS'ky;ks% vk/kkjHkwrs rq Jo.k&Hkk"k.ks ,o Lr%A vr% ,rs dkS'kys mis{kka u vgZr%A ,rnFkZ laLd`ra
laLd`rsuSo f'k{k.kh;a ;suNk=k% lE;d~ Jo.kkoljaHkk"k.kkoljap y Hksju~A d{kklq laLd`r ijdxfrfof/khuke~
vk;ksue~v fivo'k;da;su Nk=s"kq fpUru{kerk;k% fodkl% Hkosr~A vr% v/kksfyf[kra lrra O;kida ewY;kadue~
vis{;rs &
n'keh d{kk
,da iz'ui=ke~ vof/k % iw.kkZadk & 100

d [k.M % ¼vifBr%vocks/kue~½ 15 vadk%

[k [k.M % ¼jpukReda dk;Ze~½ 20 vadk%
x [k.M % ¼vuqiz;qDr&O;kdj.ke~½ 30 vadk%
?k [k.M % ¼ifBr&vocks/kue~½ 35 vadk%

^d* [k.M % ¼jpukRedadk;Ze~½

¼ef.kdk&vH;kliqLrde~&II vk/kkfjre~½
1- 40&50 'kCnifjfer% x|ka'k% ¼,d% ljyx|ka'k%½ 5 vadk %
• iz'uksÙkjkf.k ¼3½
• Hkkf"kddk;Ze~ ¼2½
2- 80&100 'kCnifjfer% x|ka'k%] ,d% ljyx|ka'k% 10 vadk%
¼ljydFkk & ?kVuko.kZue~ ok½
• iz'uksÙkjkf.k
• leqfpr 'kh"kZdiznkue~ ¼6½
• Hkkf"kddk;Ze~ ¼2½
¼i½ okD;sd Ùk`fØ;kinp;ue~
¼ii½ dr`ZfØ;k&vfUofr%
¼iii½ fo'ks"k.kfo'ks";&vfUofr%
¼iv½ laKkLFkkus loZukeiz;ksx% vFkok loZukeLFkkus laKkiz;ksx%
¼v½ i;kZ;a foyksea ok ina nÙok vuqPNsns nÙka inp;ue~A
^[k* [k.M % ¼jpukRedadk;Ze~½
¼ef.kdk&vH;kliqLrde~&II vk/kkfjre~½ 20 vadk %
3- ladsrk/kkfjre~ vukSipkfjdi=e~ 5 vadk %
4- ladsrk/kkfjra laoknys[kue~ 5 vadk %
5- fp=k/kkfjre~ o.kZue~ vFkok ladsrk/kkfjre~ vuqPNsn&ys[kue~ 10 vadk %
-8-
 ^x* [k.M % ¼vuqiz;qDr&O;kdj.ke~½
¼ef.kdk&vH;kliqLrde~&II vk/kkfjre~½ 30 vadk %
6- lfU/kdk;Ze~
• LojlfU/k% & nh?kZ] xq.k] o`f)] ;.k~] v;kfn] iwoZ:ie~A ¼1½
• O;atulfU/k% & ijlo.kZa] NRoa] rqd~&vkxe%] eksuqLoj% oxhZ;izFkek{kjk.kka ¼1½
• r`rh;o.kZifjorZue~] izfkeo.kZL; iapeo.ksZa ifjorZue~A
• folxZlfU/k% folxZL; mRoa] jRoa] yksi% folxZLFkus l~] 'k~] "k~ ¼1½

7- lekl% ¼okD;s"kq leLrinkuka foxzg% foxzginkuka p lekl%½ 4 vadk %

• rRoiq:"k% ¼foHkfDr] u=] miin%½ ¼1½
• deZ/kkj;% ¼fo'ks"k.k&fo'ks";e~] mieku&mies;e~½
• f}xq%
• }U}% ¼1½
• cgqozhfg% lkekukf/kdj.ke~ ¼1½
• vO;;hHkko% ¼vuq] mi] lg] fuj~] izfr] ;Fkk½ ¼1½

8- izR;;k% 5 vadk %
• v/kksfyf[kr&izR;;;ksxS%] okD;la;ksute~] fjDrLFkkuiwfrZ%&
• d`nUrk% rO;r~] vuh;j~] 'kr`] 'kkup~ ¼2½
• rf)rk% erqi] bu~] Bd~] Ro] ry~A ¼2½
• L=hizR;;kS Vki~] Mhi~A ¼1½

9- vO;;inkfu ¼dFkk;ke~ vuqPNsns laokns ok vO;;kuka iz;ksx%½ 5 vadk%

vfi] bfr] bo] mPpS%] ,o] dnk] dqr%] uwue~] iqjk] ek] brLrr%] ;r~] v=&r=] ;=&dq=] bnkuhe]
lEizfr ;nk&dnk] ;Fkk&rFkk] ;kor~&rkor~] fnuk] lglk] 'o%] g~;%] v/kquk] cfg%] o`Fkk] dnkfi] 'kuS%]
fdeFkZe~A

10- okP;ifjorZue~ ¼dsoya yV~ydkjs½ 3 vadk%

11- ?kfVdkfp=klkgk;~;su vM~dkuka LFkkus 'kCns"kq le;&ys[kue~ 4 vadk%

lkekU;&likn&lk/kZ&iknksu
12- lM~%[;k ,dr% iPpi;ZUra okD;iz;ksx%A ,dr% 'kri;ZUra la[;kKkue~ 2 vadk%

13- opu&fyM-x&iq#"k&ydkj&n`"V~;k la'kks/kue~ 4 vadk%

-9-
 ¼ef.kdk&vH;kliqLrde~&II vk/kkfjre~½ 35 vadk %
^?k* [k.M% ¼ifBr% vocks/kue~½
14- ifBr lkexzhe vk/k`R; vocks/kuedk;Ze~
v- ,d% x|ka'k% ¼1 $ 2 $ 2½ ¼5 vadk%½
vk- ,d% i|ka'k% ¼1 $ 2 $ 2½ ¼5 vadk%½
b- ,d% ukV~;ka'k% ¼1 $ 2 $ 2½ ¼5 vadk%½

• izfr&va'ke~ vk/kkfjre~ vocks/kudk;Ze~ ¼1 $ 2½ ¼3 vadk%½

iz'uksÙkjkf.k] fjDrLFkkuiwfrZ%
• Hkkf"kddk;Ze~ ¼2 vadkS½
¼i½ okD;s dr`ZfØ;kinp;ue~
¼ii½ dr`ZfØ;k & vfUofr%
¼iii½ fo'ks"k.kfo'ks";&vfUofr%
¼iv½ laKkLFkkus loZukeiz;ksx% vFkok loZukeLFkkus laKkiz;ksx%
¼v½ i;kZ;a foyksea ok ina nRok vuqPNsns nÙka inp;ue~A
¼vi½ fo'ks"k.k&fo'ks";p;ue~] dr`ZfØ;kp;ue~

15- Hkkokcks/kue~ ¼va'k};e~½ 3 + 3 vadk%

¼fjDrLFkkuiwfrZ}kjk] fodYip;usu] 'kq)&v'kq)ek/;esu] leHkkolwfDrek/;esu ok½

16- vUo;s fjDrLFkkuiwfrZ% 1 + 2 = 3 va d k%

17- iz'ufuekZ.ke~ ¼pRokj%½ 4 vadk%

18- Øejfgr&v"VokD;kuka dFkkØela;kstue~ dFkkiwfrZ% ok 4 vadk%

19- lUnHkZ&'kCnkuka iz;ksx% 'kCnkFkZ&esyue~ ok 3 vadk%

ikB~;lkexzh
1- ef.kdk ¼ikB~;iqLrde~½ Hkkx% & 2 la'kksf/kr laLdj.ke~ ¼ds-ek-f'k-cks- }kjk izdkf'kre~½
2- ef.kdk ¼vH;kliqLrde~½ Hkkx% & 2 la'kksf/kr laLdj.ke~ ¼ds-ek-f'k-cks- }kjk izdkf'kre~½

- 10 -
 URDU
(Code No. 204)
CLASS X
Examination Specification
One Paper Marks : 100
Section-A Marks : 60 Suggested
Period
1. Applied Grammer : 20 40
(i) Three Voices : Active, Passive and Impersonal
(ii) Types of Sentences : simple, compound and their transformation.
(iii) Transformation of words, e.g. Noun into adjectives, nouns, opposite words, synonyms.
Recommended Book : Sindhi Bhasa (Vyakaran evam prayoga)
by Dr. Murlidhar Jetley

2. Idioms and Proverbs 10 10

Chund Sindhi Istalah
Ain Pahaka by Mrs. Usha Saraswat.

3. Composition 20 30
(i) Essay writing (200 words) 10
(ii) Letter writing (Personal) 5
(iii) Report writing (150 words) 5

4. Comprehension of an unseen prose passage 10 8

- 11 -
 BENGALI
(Cade No. 206)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks : 50 Suggested

Periods
I. Grammer 35 50
1. Sandhis (Byanjan & Bisarga) 5
2. Samas (Karmadhrya, Dwanda, Avyayibhabh) 5
3. Transformation of Sentences (Simple,
Compound & Complex) 5
4. Sadhu and Chalit Bhasa 5
5. Punctuation - only sentences from prose 5
6. Polysemous words (to be used in sentences)
(Ekisabder Bibhinaa Arthe prayog) 5
7. General Correction of words and sentences 5

2. Composition 19 30
(i) Paragraph writing (150 words) 8
(ii) Story Writing (with given hint in 100words) 5
(Title - 2; Moral-l; Story - 3;)
(iii) personal Letter and Leave Application 6

3. Reading comprehension of unseen prose passage 6

Prescribed Book:
Prabesika Bangia Byakran 0 Rachna by Nirmal Kumar Das
Publisher: Oriental Book Co., 56, Surya Sen Street, Kolkata - 700 009

Section B Marks: 40
1. Prose (Detailed Study) 18 40
(i) General Questions on the text passages 13
(ii) Expansion of ideas 5

Prescribed book:
‘Path Sankalan’ (Prose portion only) Latest Edition
Published by Board of Secondary Education, West Bengal, Kolkata

- 12 -
Lessons to be studied:
1. Bhagirathir Utsha Shandhane by J.C. Bose
2. Ghar 0 Bahir by Rabindra Nath Tagore
3. Vidya Sagar By Rabindra Nath Tagore
4. Mahesh by Sarat Chandra Chatterjee
5. Palli Sahitya by Mohd. Shahidulla
6. Padma Nadir Majhi by Manik Bandhopadhyay

2. Poetry 12 25
(i) General Questions 7
(ii) Explanations 5
Path Sankalan (Latest Edition), (Poetry portion only)
Published by Board of Secondary Education, West Bengal, Kolkata Poems to be studied:
1. Annapurna 0 Ishwari Patni by Bharat Chandra Roy
2. Chhatra Ohara by Kalidas Roy
3. Chhelar Oal by Satyendra Nath Outta
4. Kandari Hunshiyar by Kazi Nasurllslam
5. Vibhishaner Prati Indrajit by Madhu Sudan Dutt
6. Oui Bigha Jami - Rabindra Nath Tagore

3. Short Stories 10 35
Raj Kahini (1986) by Avanindra Nath Tagore.
Published by Anand Publishers, Kolkata

Questions should be of general nature, i.e. dealing with themes, characters etc.
(First Four Short Stories only)
1. Shiladitya
2. Goho
3. Hambirer Rajyalabh
4. Padmini

- 13 -
 GUJARATI
(Cade No. 207)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks : 50
I. Grammer
1. Transformation of sentences 20
(i) Positive negative,
(ii) Transfer:-Interrogative, exclamatory & statement sentences
(iii) Removal of idioms (from the text only)
(iv) Translation ofthe sentences from English to Gujarati

2. Change of sentences
(i) Transformation of active-passive voices
(ii) Change from singularto plural & vice-versa
(iii) Change of genders
(iv) Keeping correct punctuations in the given sentence
(v) Correction ofthe spellings (words to be given)

3. Change of Tenses

(i) Reframing of given sentences after changing their tenses as directed ego
Present to continuous present, past, future, complete present, past, future

4. Correction of errors in given sentences

Each section of 5 marks i.e. 4x5=20

(2) Composition 15
(a) Essay and story writing on the given points 8
(b) Letterwritinge.g. Social, Invitation, Personal,
Official complaints inquiries 7
(3) (a) Comprehension of an unseen prose passage 8
(b) Precis writing 7

- 14 -
Section-B Marks: 50 Suggested
Periods
25
Lessons
No. Title Author
2 Rohini ne tire Tran. Harivallabh Bhayani
5 Aangali Zaline dorje Tran. Kundanika Kapadia
6 Dariya Kinare Vadilal Dagli
10 Hindu Pankhi Maulana Jalaludin Rumi
12 Sangam Shobhna Sabarmati Ramprasad Shukla
13 Deshgaman Gandhiji
15 Abhalano Tukado Jayanti Dalal
17 Nanabhai Darshak
21 Pencil Chholata Mehtaji Ratilal Anil
24 Panch Pataranini Sevama ghara kam Yagnesh Dave

Poetry25 50
No. Title Author
1 Bholire bharavadan Narsinh Mehta
3 Manechak or Rakhoji Mirabai
4 Chhappa Akho
7 Sayankale Dalpatram
9 Manejoine udijata pakshoine Kalapi
11 Namu Sundaram
14 Sapoot Krishnalal Shreedharani
16 Chhelun darshan R.V. Pathak
18 Madhav Kyanathi Madhuvanman Harindra Dave
20 Aavyo chhunto Jayant Pathak
22 Ae lake Priyankant Maniar
23 Pal Manilal Desai
25 Duha Muktak
Prescribed Textbook-‘Gujarati’ (Dwitiya Bhasha) forclass X (Ed. 2006) published by Gujarat
Rajyashalla Pathya Pustask Mandai Vidhyayan Sector 10 A, Gandhi Nagar, Gujarat

- 15 -
 KANNADA
(Cade No. 208)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks : 50 Suggested

Periods

I. Reading Marks : 14 30
Two unseen passagesof 200-250wordseach. 7+7
Passages will be factual and discursive in nature.
There will be questions for local comprehension besides
questions on vocabulary and comprehension of
higher level skill such as drawing inferences
and conclusions. 12

Section B Marks : 18

II. Writing 35
i. One Essay-descriptive, narrative, factual 8
(of about 150 words)
ii. Official letters (busines letters, application for jobs, 5
leave applications, letterto the editor etc.)
iii. Report writing. (Making notes of important events 5
given and writing reports for newspapers,
magazines etc.)

Section C Marks : 18

1. Applied Grammar 30
A variety of short questions involving the use of particular
structures within a context. Test items would include
gapfilling, sentence completion, sentence re-ordering,
dialogue - completion and sentence transformation.
The Grammar, Syllabus will include the following areas:- 16

A. Different meaning F. Synonyms and Antonyms

B. Samasa G. Jodi Pada
C. Sandhi H. Dvirukhi -Anukarana
D. Tatsama - Tadbhava I. Vibhakti pratyaya
E. Making Sentences J. Analogy

- 16 -
One Proverb 2
Books for consultation
1. Prayoga Nandana Published by PUE, Bangalore
2. Prayoga Chandana Published by PUE, Bangalore
3. Hosagannada Vyakarana by Vidwan N. Ranganatha Sharma.

Published by Kannada Sahitya Parishat, Bangalore. 4. Bareyuva Dari by M. Vrishabhendra Swamy

Published by Geeta Book House, Mysore.

Section D Marks :50

2. Text Books
Detailed Texts
Prose 25
Poetry 25

Question Pattern :
1. Multi choice questions (text and grammar) 30 questions of one mark each
2. Very short answer type questions carrying 6 questions of one mark each
one mark each
3. Short answer type questions (2-3 sentences) 4 questions oftwo marks each
4. Short answer type questions (5-6 sentences) 4 questions ofthree marks each
5. Long answer type questions (10-12 sentences) 2 questions offive marks each
carrying 5 marks each
6. Questions on two unseen passages of 200-250 2 passages of seven marks each
words each
7. Questions on proverbs 1 proverb of two marks each
8. Letter writing: one official letter and one 2 letter offive marks each personal letter
9. Essaywriting One essayof 200-250 words of eight marks

1. Detailed Text: Prose and Poetry

Prescribed book :

Kannada Kasturi-10.

Published by Directorate of Text Books Banashankari-III Stage Bangalore-85.

Lessons to be studied :

(A) Prose : All lessons need to be studied.

(B) Poetry : All lessons need to be studied.

- 17 -
 KASHMIRI
(Cade No. 209)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Note : (Answers to be given in Kashmiri)

Section-A Marks : 50 Suggested
Periods 180

1. Grammar: 20 40

1. Applied Grammar 25 40
(i) Use oftenses 5
(ii) Transformation of sentences
(Negative and interrogative) 5
(iii) Use of Idioms and phrases (From the text) 5
(iv) Antonyms and Synonyms 5
(v) Making words with suffix and prefix 5
2. Composition 15 35
Writing a descriptive/narrative essay on subject of
general interest (one out ofthree topics).
3. Comprehension 10 20
(i) A passage/excerpt from the text followed byfourevery
short answer type questions

Section B Marks: 50
1. Prose 30 45
(a) Explanation with reference to context. (Two out offour) 10
(b) Translating a textual passage from English/into Kashmiri 10
(c) One textual question with an alternative 10
Lessons to be studied
1. Metyi Togni Knyeh
2. Chales Capli
3. Telephone Ti Radio
4. Jamhooriyat
- 18 -
2. Poetry 20 40
a) Explanation with reference to context 10
(Two out ofthree passages)
b) Giving summaryof poem/question from exercises. 10
Poems to be studied:
1. Zoonyi Manz Dal
2. Gaashi Taarukh
3. Duuri PrazlyaTaarukhah
4. Taarukhah
5. Bahaar
6. Yath Samyas Manz
7. Gazal
Book Prescribed:
Kashur Nisab (for Classes IX and X)
Published bytheJ & K State Board of School Education (1984 Edition)

- 19 -
 MALAYALAM
(Cade No. 210)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks : 50 Suggested

Periods

1. Grammar: 20 40
(i) Transformation of sentences (based on the texts) 8
(ii) Vocabulary building 4
(iii) Sandhi and Samas 8
While giving the knowledge off or malgr ammar,
emphasis should be laid on its functional/applied
aspect so as to promote good under standing of the
language and to prmote appropriate linguistic skill.
2. Composition 20 60
(i) Essaywriting (Topics related to social issues,
family and school life). 10
(ii) Letter writing (applications, letter to the editor of
a newspaper, commercial correspondence) 10
3. Reading Comprehension of an unseen prose passage 10 50

Section B Marks : 50
1. Prose 20 50
Prescribed book:
'Kerala Pathavali' Vol No.IX (Edition 2003) (Only Prose Portion)
Published by Department of Education,
Govt. of Kerala, Trivandrum
Lessons to be studied : (05)
1. KARNAN TE MARANGETTAM - KUTTI

KARNANTEARANGETTAM KRISHNA MARAR P-20

- 20 -
2. ADIKAVITHARAYATHIL-
CHERUSSERIKKULLA STHANAM-K.N. EZHUTHASSAN P-65

3. OTAYILNINNU - KESAVADEV P-76

4. BALYAKALASAKHI-
CHILAN IREEKSHANANGAL -
DIFFERENT ANTHOR S-P-80

5. ORUJATHI, ORUMATHAM - M.K. SANU P-11

2. Poetry 20 40

Prescribed book :
'Kerala Pathavali' Vol No.IX (Edition 2003) (Only Poetry Portion)
Published by Department of Education, Govt. of Kerala, Trivandrum Poems to be studied: (05)
1. PREMASANGEETHAM-ULLOOR P-13
2. PALLIKKOOTATHILEKKU VEENDUM - EDASSERl
3. SITASWAYAMVARAM - EZHUTHASSAN P - 64.
4. VAZHIVETTUNNAVAROTU - N.N. KAKKAD P-92
5. VAYANA-AYYAPPA PANIKKAR- P98.
3. Non-Detailed (Text) 10
Mritha Sanjeevani
by Chandramathy Ayoor. Published by Early Bird Publication.

- 21 -
 MANIPURI
(Cade No. 211)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks : 60 Suggested

Periods

1. Grammar: Marks : 15 40
(i) Phonology- a) Vowel 4
b) Vowel Classification
c) Consonant
d) Consonant Classification
e) FreeVariation 6
(ii) Morphology- a) Morpheme
b) Allomorph
c) Root
d) Affix
(iii) Syntax- a) Word 5
b) Sentence types - Simple, Complex and Compound 4
Section B Marks : 18
2. Writing 60
(a) EssayWriting 8
(b) Letter Writing 6
(c) Applicationorothersubskilis 4
Section C Marks : 27
3. Reading
(i) Two Passages (unseen) 12
(a) Comprehension
(b) Vocabulary
(ii) Course Book (Text Book) 15

Prescribed Text Book :

Manipuri Khannasi Neinasi Book II
Published by the Board of Secondary Education, Manipur, 1998 Questions on the text.
(short answer, very short answer)
Lessons to be studied:
All lessons in the Text Bookare to be studied

- 22 -
Section D Marks : 40 80
4. Literature Prescribed Book:
Manipuri Sahitya Leichal- Book -II
Published by the Board of Secondary Education, Manipur 1998.
i) Short Story: 10
(a) Explanation ofthe passage from the Text-one 6
(b) Questions on the Text-Two 4
Lessons to be studied : 02
1. Chingi Imov R. K. Elangbam
2. Ilisha Amagi Mahou N. Kunjamohan Singh
ii) Poetry 16
(a) Explanation ofthe passage from the text one 6
(b) Questions on the text (two) 10
Poems to be Studied :
1. Lamgi Chekla Amada Kh. Choba Singh
2. Nanaida Pinare Maktrava Thoujal H. Nabadwichandra Singh
3. Ching kasi Ngasidi L. Samerendra Singh
4. Ima Nanggi Mahousa NilbirSharma
5. Anouba Thunglaba Jiba Th.lbo Pishak
6. Ei Amasung Budha Yumlembam Ibomcha
iii) Prose and Travelogue 7
Questions on the Text-Two (4 + 3) Lessons to be studied:
Prose - Marupki Matou Manishana Sharma
Travelogue - Mandalegi Kongpham Hijam Irabot Singh
iv) Drama7
a) Questions on the Text - Two (4 + 3)
Lessons to be studied:
Karnagi Mama Ningobam Ibobi Singh
Prescribed books for Class X:
1. Manipuri Khannasi Neinasi Book-II
Published by the Board of Secondary Education, Manipur, 1998.
2. Manipuri Sahitya Leichal Book-II
Published by the Board of Secondary Education, Manipur,1998.

- 23 -
 MARATHI
(Cade No. 212)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks:50 Suggested

Periods

1. Grammar: 15
(i) Transformation of Sentences 5 30
Rewriting and reframing of sentences with the given Proviso e.g.
Substitution of nouns with different genders, transformation of
active and passive voices, joining of different sentences together,
change of certain phrases, removal of idiom sand proverbs,
substitution of synonyms and antonyms, change from singular into
plural and vice versa.

(ii) Change of tenses 5

Reframing of given sentences after changing their tenses as directed
e.g. Present to past, present to future, past to present, past to
future, future to past, future to present.

(iii) Correction of errors in the given sentences 5

2. Composition 35
(i) Essay writing on reflective topics10
(ii) Letter writing on official, Commercial topics 08
(iii) Precis Writing 07
(iv) Storywriting 10

3. Comprehension of an unseen prose passage 10 20

Section B Marks : 40
1. Prose 20
Sl. No. Lesson No. Author’s Name
1. 01 V.S. Khanderkar - EK Shikshak Jaiwanti Dalvi
2. 02 Suryaputrancha Desh Ramesh Mantri
3. 03 Pakshi Udoni gele Ravindra Pinge
4. 04 Darshan S.N Navre

- 24 -
5. 05 Shabda ... Shabda ... Shabda ... ! Ratnakar Matkari
6. 07 Chandra Shekhar Azad K.P Deshpande
7. 08 MaticheGhar Manda Kadam
8. 09 Kamva Ani Shika Bhimrao Waghchoure
9. 10 Sang, tula Kai hava? Nasima Hurjuk
10. 11 Varkari Ravindra Pandhre

2. Poetry 10
1. 01 Santavani
(i) Aaji Soniyach Dinu Sant Gnyaneshwar
(ii) Viththal Viththal Gajari Sant Chokhamela
(iii) Aisa Putra Deie Sant Janabai
(iv) Mana Sajjana Sant Ramdas
2. 02 Khara Dharma Sane Guruji
3. 03 Aai Yashwant
4. 04 Sunder Gao N.M Shinde
5. 06 Aavhan AshokThorat
6. 07 Mazi Mulgi Pradeep Nifadkar
7. 10 Dhag Utroni Aale Sangeeta Barve

Prescribed book:
For prose and Poetry: ‘Marathi Vachanpath’ for Class X/ Published by Maharashtra Rajya MadhyamikVa
Uchcha MadhyamikShikshan Mandal, Pune -411010 (2007 Edition)

Sthool Vachan (Included in the Text Book) Marks 10

Stories to be Studied
1. 01 EK Swapna Hari Narayan Apte
2. 02 Gavtache Pate Kusumavati Deshpande
3. 03 Roop P.B Bhave
4. 04 Kanchiri Bhau Mandavkar
5. 05 Buruj Baburao Gayakwad

- 25 -
 MIZO
(Code No. 213)

CLASS X

Examination Specification

One Paper 3 Hours Marks: 100

Suggested
Periods 180

1. Grammar 20 40
(a) Revision of Parts of Speech 10
(b) Punctuation 5
(c) Explanation and Use of Phrases and Idioms 5
2. Composition 20 40
1. Essay Writing 10
2. Precis Writing of Unseen Passage5
3. Vocabulary enrichment from other language 5
3. Poetry: 30 60
(a) Explanation oftext passage 10
(b) Substance writing 5
(c) General questions on the text 15
Poems to be studied:
(1) Ani Chu an hnenah a aun a Siamliana
(2) Au va hlu en thil nung tin reng Chali
(3) Siamtu Pathian Tan P.S. Chawngthu
(4) Ka Hmun Inpui Vankhama
(5) Chunnurnemi Varkhama
(6) Ramhmangaihna Hla R.L. Kamalala
(7) Thai Awin Laltepan Romani
(8) Zirtu Kawng Selet Thanga
(9) Lungrukh Miveivela Zikpuii Pa
(10) Thlangtiang Thilipui V. Thangzama
- 26 -
4. Prose: 30 60
(a) Explanation ofthe text passage 10
(b) General questions on the text 15
(c) Short questions (words and phrases) based on the text. 5
Prose to be studied:
(1) Hun hi Siamkima
(2) Buaina Darchhawna
(3) Lungawina James Dokhuma
(4) Lnchhung chakzia H.K. Bawichhuaka
(5) Mizohnam zia leh nunphung Khuanga
(6) Malin chhiar la Sangzuala pa
(7) Alai lum lum C. Sangzuala
(8) Nunkawang R.L. Thanmawia
(9) MilO Hlui leh MilO thar Vanncihtlunanga
(10) Indopvill-na C.Chhuanvawra
Book Prescribed :
Rahka
Published by Comprehensive School and Degree College, Aizawl.

- 27 -
 ORIYA
(Code No. 214)
CLASS X
Examination Specification
Time Allowed : 3 hours Marks : l00
Section A Suggested
Periods
1. Grammar 20 40
(a) Transformationofw ords(nount oadjectiveand
adjectivet onoun) 02
(b) Sandhi (Byanjan and Bisarga) 02
(c) Samasa (Karmadharaya, Abyaibhaba and Bahubrihi) 03
(d) Transformation of sentences (Simple, Compound,
Complex) 03
(e) Correction of common errors in words 03
(f) Idioms and Phrases 02
(g) Taddhita and Krudanta 02
(h) Punctuation marks 03

2. Comprehension of an unseen prose passage (5x2)=10

(Five short questions to be asked)

3. Composition : 20
1. Essay Writing (Reflective) 12
2. Letter Writing (Business and Official) 08

Section B Marks : 50
1. Prose (for detailed study) 25
1. Long answer type (in 250 words) (one out of two) 08
2. Explanation of the passage (one out of two) 07
3. Short answer type of questions (five out of seven) 5x2=10

- 28 -
Prescribed Text : Ama Sahitya (c1ass-X), 2007, Published by Madhyamika
Shikshya-Parisad, Orissa
Lessons to be Studied :
1. Uchhabhilasha
2. Sehi smaraniya dibasa
3. Chitagribara Uchit Abhimama
4. Bidya o Bidyarthi
5. 0ria Sahitya Katha (Adhunika bhagh)

2. Poetry (for detailed study) 15 30

1. Short answer type question (four out of six questions) (4x2) 08
2. Explanation of the passage (one out of two) 07

Prescribed Text : Ama Sahitya (c1ass-X), 2007, Published by Madhyamika

Madhyamika Shikshya-Parisad, Orissa

Poems to be studied :
1. Yudhishiranka dharma pariksha
2. Ramacharita Pradarshana
3. Badapana
4. Baishaka
5. Chhola puni ede se Birata
6. Grumapatha

3. Non Detailed study :

Two short answer type Questions. (Two out of four) 2x5=10
Prescribed Text : Ama Galpa O Ekamkika, (c1ass-x), 2006,
Published by Madhyamik Shiksha Parishad, Orissa (all lessons to be studied)

- 29 -
 Section-B Marks : 40
1. Prose 20 40
(i) Questions and answers 9
(ii) Explanation with reference to context 6
(iii) Summary of lessons 5
Prescribed Book
Sindhi Ratanmala Part III (Edition 1998) Devnagari Script
(Edited by Deepchandra Trilok Chand and Goverdhan Mahboobani
Bharati), Sahitya Publishing House, Nawab Ka-Bera, Ajmer.

Lesson to be studied :
1. Bernard Maikphedan Part-I 2. Bernard Maikphedan Part-II
3. Aasmaan Jo Nizaro 4. Lakhino Lal
5. Shanti Niketan 6. Ajanta Jun Gufaun
7. Sindhi Bolia Jo Buniyad 8. Raja Ranjeet Singh Jun Ba Vartaun
9. Takdirand Tadbir 10. Acharya Vinoba Bhave
11. Abab Ya Sahitya Cha Ahe? 12. Lila Chanecer

2. Poetry 14 40
(i) Questions and answers 6
(ii) Explanation with reference to context 4
(iii) Summary of lessons 4
Prescribed Book
Sindhi Ratanmala Part III (Edition 1998) Devnagari Script
(Edited by Deepchandra Trilok Chand and Goverdhan Mahboobani),
Sunder Sahitya Publishing House, Nawab Ka-Bera, Ajmer.

Poems to be Studied :
1. Titanik Jahaz Jo Budan 2. Shah Savari
3. Himalaya 4. Sur Samundi
5. Sar Sorath (Shah) 6. Harjan Ja Guna
7. Pativrita 8. Lila khe Hidayat (Aziz)
9. Porhiyat (Dukhayal) 10. Vat Vende Ja Pur
11. Halyo Hal (Narayan Shyam) 12. Pritam Ji Aasa
13. Munshkil Khe Maat Kar (Fani) 14. Hiku Kutambu (Vafa)

- 30 -
 PUNJABI
(Cade No. 216)

CLASS X

Examination Specification
One Paper 3 Hours Marks : l00

Section-A Marks:50 Suggested

Periods

1. Grammar: 15 35
A variety of questions as listed below will be included based on the application of grammar items:
(i) Word Building (Shabad Rachna) :
Aggetar, Pichhetar and Samasi Shabad 3
(ii) Parsing (Pad Vand) 3
(iii) Correction of words and sentences 3
(iv) Transformation of Sentences (Vak-Vatandra) 3
(v) Punctuation (Visram-Chinh) 3

2. Idioms and Proverbs (3+2) 5 10

3. Essay Writing (Reflective) 12 20

4. Letter Writing (Business and Of ficial) 8 15

5. Precis Writing with a heading (8+2) 10 15

Section B Marks : 50 Suggested

- 31 -
 Periods
1. Text Books

(1) Prose 10 25
(i) One very short answer type questions 1
(ii) Two short answer type questions(2x2)=4
(iii) Long question to test factual comprehension
and interpretation 5

(2) Poetry 15 35
(i) Three very short answer questions (3xl)=3
(ii) One short answer question to test factual
comprehension (lx2)=2
(iii) Two reference to the context followed
by short questions (2x5)=10

(3) One Act Plays

A long question to test theme, character, heading, plot etc.
on the basis of one act play 05

(4) Short Stories 10 20

(i) Reference to the context followed by short questions 4
(ii) Two short questions to test factual comprehension (2x2) 4
(iii) Very short answer type questions to test facts (2xl) 2

(5) Biographies 10 20
(i) Two very short answer questions based on the text (2xl) 2
(ii) Four short answer type questions to test
factual comprehension (4x2) 8

- 32 -
 TAMIL
(Code No. 217)

CLASS X

Examination Specification
One Paper 3 Hours Marks: 100

Section-A Marks: 60 Suggested

Periods
1. Applied Grammar: 15 40
1. Giving Grammatical Examples 5
2. Filling up the blanks 5
3. Rewriting as directed 5
An elementary knowledge of the followingto identifythem :
(i) PEYAR: Pannbupeyar, Thozhirpeyar, Vinayaalanaium peyar,
Aaghu peyar, Thinai, Paal, Idam and Vetrumai.
(ii) VINAl: Therinila and Kurippu Vinaimutru, Vinaiecham
Peyarecham, Eeval, Viyanhol, Mutrecham.
(iii) IDAICHOLANDURICHOL:De finitionofldaicholwith
Special reference to Ehaaram Ohaaram and Ummaiand
definition of Urichol with suitable examples.
(iv) PODU : Thohainilai and Thohaanilai, Vazhu, Vazhaanilai,
Vazhuamaithi and Marabu

2. Composition 30 30
(i) Essaywritinggivingon hints 12
(ii) Letter writing (Personal, Commercial &
Official Letters) 10
(iii) Report writing 8

3. Comprehension of unseen passage 15 20

- 33 -
Section B Marks : 40
1. Poetry (i) Annotation(ii) Question 5+10 15 45
Tamil Taxt Book for Class X (2003 Edition),
Published by Tamilnadu Text Book Society, Chennai-6

Section 11I- Poems to be studied:

1. Silappathikaaram
2. Kamba Ramayanam
3. Iratchanya Yaathrigam

Section IV. Mozhipeyarpu paadalgal

Vallaththol Paadalgal

Sec. V Palsuvai Paadalgal(all Six Poems)

5. Prose 15 40
Tamil Text Book for Class X (Prose Portion) (2003 Edition)
Published byTamilnadu Text Book Society, Chennai - 6.
Lessons to be studied:
(Lessons 6 to 10)
6. Non-detailed study: (Pain Tamizhum Pazhagu Tamizhum) 10
Prescribed book: Tamil Thunaipaadanool of Class X (2004 Edition)
Published byTamilnadu Text Book Society, Chennai-6.
Short Stories to be Taught/Studied (6-10 Stories)
6. Sondha Veedu R Soodamani
7. Vidivadharrkul Ashokamithran
8. Appavu Kannakkil35 Rupai Pirabanjan
9. Velai Vandhuvittadhu Earvaadi Radha Krishna
10. Mannaasaai Solai Sundara Perumal

- 34 -
 TELUGU
(Code No. 218)
CLASS X
Examination Specification
One Paper 3 Hours Marks: 100
Section-A Marks: 60 Suggested
Periods
1. Applied Grammar: 22 60
(A) (i) A detailed knowledge ofthe following: Telugu
Sandhulu Akara, Ikara, Ukara, Sandulu;
Gasadadavadesa Sandhi, Pumpvadesa
Sandhi: Amredita Sandhulu, Rugagama
Sandhulu Padvadi Sandhi, Dvirukta
Takara Sandhi (4+6)10
(ii) Prosody; Champakamala, Utpalamala, Mattebham,
Shardulam 4
(iii) Alankaras - Figures of Speech - Upama &
Atisayokti only 4
(iv) Samasas - Dwandva, Dvigu, Bahuvrihi & Rupaka 4
(B) Idioms and Proverbs 4 +4=8
(The most Common and popular ones in use)

2. Composition: 18 20
(i) Essay Writing
Descriptive and Narrative connected with social,
family and School life and on current topics
in about 200 words. 10
(ii) Letter writing (Personal, Official and Business letter) 8

3. Comprehension of an unseen prose passage of

about 100 words 12 20

(Five short answer questions and 2 vocabulary items like opposites synonyms & word meanings)

- 35 -
Section B Marks: 40
1. Detailed Study: 12 40
(a) Prose
Telugu Vachakamu (Class X),
Published by Government of Andhra Pradesh,
(New Edition first published 1998)
1. Explanation with reference to the context (2 Outof4) 3x2=6
2. One long answer question on prescribed lessons in
about 80 words 4
3. One short answer type question 2

Lessons to be studied:
1. Bondu Mallelu (Kathanika) Chaganti Somayajulu
2. Ampakalu (Galpika) Kodawatiganti Kutumba Rao
3. Rangasthalam pai Samaya Sphurthi (Hasya Rasa Pradhana Vyasam)
- Sthanam Narasimha Rao
4. Na Vishayam (Atmakatha) - Sangam Lakshmi Bai
5. Uta Padalu Vyardha padalu Sahitya Vimarsa Vyasam - Tapi Dharmarao
6. AmbedkarVyaktitwam (Jeevita Charitra) - Boyi Vijaya Bharati

2. Poetry 18 40
Telugu Vachakamu (Class X)
Published by Government of Andhra Pradesh
(New Edition First Published in 1998).
1. Meaning of one verse 8x1=8
2. Explanation with reference to the context (Two) 3x2=6
3. Question to the content (One) 4x1=4

Poems to be studied:
1. Mathru Hridayam (Itihasa Kavita) - Nannayya
2. Pravaruni Swagatam (Prabandha Kavita) - Peddana
3. Subhashitalu - Vividha Kavulu
4. Sandesam (adhunika padyam) - Tummala Seetarama MurthyChoudhary
5. Orugallu (Geya Kavita) - Puttaparthy Narayana Charyulu
6. Street Children )Vachana Kavita) - Maheja Been
3. Non-Detailed Study 10 30
Telugu Upavachakamu-Prathama
Bhasha Baristar Parvateesam
Published by Government of Andhra Pradesh, Hyderabad (New Edition First Published -1998)
One Essay type question on context character and event.

- 36 -
 MATHEMATICS
(Cade No. 221)
CLASS X
Examination Specification
The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with
growth of the subject and emerging needs of the society. The present revised syllabus has been designed
in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on
Teaching of Mathematics which is to meet the emerging needs of all categories of students. Motivating the
topics from real life problems and other subject areas, greater emphasis has been laid on applications of
various concepts.
The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ
Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It is
expected that students should acquire the ability to solve problems using algebraic methods and apply the
knowledge of simple trigonometry to solve problems of heights and distances. Carrying out experiments with
numbers and forms of geometry, framing hypothesis and verifying these with further observations form
inherent part of Mathematics learningat this stage.
The proposed curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration,
statistics, graphs and coordinate geometry etc. The teaching of Mathematics should be imparted through
activities which may involve the use of concrete materials, models, patterns, charts, pictures posters, games,
puzzles and experiments.

OBJECTIVES
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to: consolidate
the Mathematical knowledge and skills acquired at the upper primary stage; acquire knowledge and
understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and
symbols and underlying processes and skills. develop mastery of basic algebraic skills; develop drawing
skills; feel the flow of reasons while proving a result or solving a problem. apply the knowledge and skills
acquired to solve problems and wherever possible, by more than one method to develop positive ability
to think, analyze and articulatelogically; to develop awareness of the need for national integration, protection
of environment, observance of small family norms, removal of social barriers, elimination of sex biases; to
develop necessary skills to work with modern technological devices such as calculators, computers etc;
to develop interest in Mathematics as a problem-solving tool in various fields for its beautiful structures and
patterns, etc;
to develop reverence and respect towards great Mathematicians for their contributions to the field of
Mathematics.
to develope interest in the subject by participating in related competitions.
to acquaint students with different aspects of mathematics used in daily life. to develop an interest in students
to study mathematics as a discipline.
- 37 -
One Paper Time: 3 Hours Marks: 80
UNITS MARKS
I. NUMBER SYSTEMS 04
II. ALGEBRA 20
III. TRIGONOMETRY 12
IV. COORDINATE GEOMETRY 08
V. GEOMETRY 16
VI. MENSURATION 10
VII. STATISTICS AND PROBABILITY 10
TOTAL 80

UNIT I : NUMBER SYSTEMS

1. REAL NUMBERS
Euclid’s division lemma, Fundamental Theorem of Arithmetic- statements after reviewing work done earlier
and after illustrating and motivating through examples, Proofs of results - irrationality of v2, v3, v5, decimal
expansions of rational numbers in terms of terminating/non-terminating recurring decimals.

UNIT II : ALGEBRA
1. POLYNOMIALS
Zeros of a polynomial. Relationship between zeros and coefficients of a polynomial with particular reference
to quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real
coefficients.

2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

Pair of linear equations in two variables. Geometric representation of different possibilities of solutions/
inconsistency.
Algebraic conditions for number of solutions. Solution of pair of linear equations in two variables
algebraically - by substitution, by elimination and by cross multiplication. Simple situational problems must
be included. Simple problems on equations reducible to linear equations may be included.

3. QUADRATIC EQUATIONS

- 38 -
Standard form of a quadratic equation ax2 + bx + c = 0/ (a 7: 0). Solution of the quadratic equations (only
real roots) by factorization and by completing the square, i.e. by using quadratic formula. Relationship
between discriminant and nature of roots.
Problems related to day to day activities to be incorporated.

4. ARITHMETIC PROGRESSIONS
Motivation for studying AP. Derivation of standard results of finding the nth term and sum of first n terms.

UNIT III : TRIGONOMETRY

1. INTRODUCTION TO TRIGONOMETRY
Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined);
motivate the ratios, whichever are defined at 00 & 900. Values (with proofs) of the trigonometric ratios of
300/450 & 600. Relationships between the ratios.

2. TRIGONOMETRIC IDENTITIES
Proof and applications of the identity sin2 A + cos2 A = 1. Only simple identities to be given. Trigonometric
ratios of complementary angles.

3. HEIGHTS AND DISTANCES (8) Periods

Simple and believable problems on heights and distances. Problems should not involve more than two right
triangles. Angles of elevation / depression should be only 30o, 45o, 60o.

UNIT IV : COORDINATE GEOMETRY

1. LINES (In two-dimensions) (
Review the concepts of coordinate geometry done earlier including graphs of linear equations. Awareness
of geometrical representation of quadratic polynomials. Distance between two points and section formula
(internal). Area of a triangle.

UNIT V : GEOMETRY
1. TRIANGLES
Definitions, examples, counterexamples of similar triangles.
1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct
points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third
side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are
proportional and the triangles are similar.
4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles
are equal and the two triangles are similar.

- 39 -
5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including
these angles are proportional, the two triangles are similar.
6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the
hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to
each other.
7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their
corresponding sides.
8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the
other two sides.
9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides,
the angles opposite to the first side is a right traingle.

2. CIRCLES
Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.
1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of
contact.
2. (Prove) The lengths of tangents drawn from an external point to circle are equal.
3. CONSTRUCTIONS
1. Division of a line segment in a given ratio (internally)
2. Tangent to a circle from a point outside it.
3. Construction of a triangle similar to a given triangle.
UNIT VI : MENSURATION
1. AREAS RELATED TO CIRCLES
Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and
perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle,
problems should be restricted to central angle of 600/ 900 & 1200 only. Plane figures involving triangles,
simple quadrilaterals and circle should be taken.)
2. SURFACE AREAS AND VOLUMES
(i) Problems on finding surface areas and volumes of combinations of any two of the following: cubes,
cuboids, spheres, hemispheres and right circular cylinders/cones. Frustum of a cone.
(ii) Problems involving converting one type of metallic solid into another and other mixed problems.
(Problems with combination of not more than two different solids be taken.)

UNIT VII : STATISTICS AND PROBABILITY

1. STATISTICS

- 40 -
Mean, median and mode of grouped data (bimodal situation to be avoided). Cumulative frequency graph.
INTERNAL ASSESSMENT 20 Marks
Evaluation of activities 10 Marks
Project Work 05 Marks
Continuous Evaluation 05 Marks

RECOMMENDED BOOKS
1. Mathematics - Textbook for class IX - NCERT Publication
2. Mathematics - Textbook for class X - NCERT Publication

- 41 -
 HOME SCIENCE
(Code No. 222)
Class X
Examination Specification
One Theory Paper 3 Hours 75 Marks
One Practical Paper 3 Hours 25 Marks
Theory

Unit I : Principles of growth and development of child; growth and

development of children between birth to 3 years. Important milestones
in physical, motor, social, emotional and language development of children;
physical, social and emotional needs of children 10

Unit II : Role of books, music rhymes, games, radio, TV & Video,

in the life of a child upto 3 years of age. 4

Unit III : Play : Meaning, need and types of play in children between birth
& 3 yrs; Characteristics of play-active, passive, natural, serious and
exploratory Play materials for children-Characteristics of play material 5

Unit IV : Nutrients : Functions, sources and deficiency of Carbohydrates,

proteins, Fats Minerals-Iron, Calcium and Iodine and Vitamins- Vitamin A, B, B2,
Vitamin C and Vitamin D. Loss of nutrients during cooking, conservation
and enhancement of nutrients 7

Unit V : Meal Planning : Concept, need and factors affecting

meal planning-age, sex, climate, occupation, physical needs, number of
family members, economic status of family, availability of food, family
traditions, likes and dislike and occassion; Food Groups
(Basic: 5 suggested by ICMR); Use of food groups in planning
balanced diet, food allowances suggested by ICMR. 6

Unit VI : Food hygiene & methods of storage of food :

Rules of hygienic handling of food, Method of storage of perishable,
semi-perishable and non-perishable foods. 6

- 42 -
Unit VII : Resources available to family : Types of resources-
Human (Energy, time, knowledge and skill) Non-Human
(money, material goods and community resources); general
characteristics of resources, wise use of resources; personal & shared: 6

Unit VIII : Money Management : Family income and expenditure and

importance of saving & Investment 6

Unit IX : Consumer Education : Consumer rights and responsbilities,

consumer problems, malpractces of traders-price variation, poor quality,
adulteration, faulty weights and measures, non-availability of goods,
misleading information, lack of standardised products, misleading
advertisement, aids to help consumers-standardisation marks, labels,
packages, advertisement, Pamphalets & Leaflets. 6

Unit X : Care of clothes : Cleaning and finishing agents used in everyday

care of clothes in the homes: stain removal (precautions and methods);
laundering and storage of cotton, silk, wool and synthetics. 14

Unit XI : Quality check of apparrel : Workmanship of readymade,

tailor made garment, reading of lables on clothes.

Practicals : 20+5 (Sessional work) =25

1. Observe and record physical and motor characteristics of a child at any given stage between 0-3
yrs of age.

2. Observe play activities of children betwen 1-3 yers of age. Record their interests and characteristics
of play materials.

3. Make a suitable play object for a child between 0-3 yrs.

4. Prepare dishes using methods of enhancement of nutrients.

5. Prepare useful household items recycling waste materials.

6. List any five malpractices you have observed in the market.

7. Practice basic stitches-tacking, running, hemming and back stitch.

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8. Remove common stains-curry, paint, ball pen ink, lipstic, blood, rust, tea & coffee.

9. Launder and finish cotton, silk, wool and synthetic articles.

10. Examine quality of a sitched garment.

11. Read lable on a ready made garment.

Note : Students are required to maintain record of practical work undertaken in the academic session.

References :

1. Home Science by Staff of Lady Irwin College Published by Longmans, New Delhi.

2. Despatches 1-6 (secondary Course) prepared, published & Marketed by National Open School.

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 SACIENCE
(Code No. 223)

BRIEF
The subject of Science plays an important role in developing in children well defined abilities in cognitive,
affective and psychomotor domains. It augments the spirit of enquiry, creativity, objectivity and asthetic
sensibility. Whereas the upper primary stage demands that plentiful opportunities should be provided to the
students to engage them with the processes of science like observing, recording observations, drawing,
tabulation, plotting graphs etc. the secondary stage expects abstraction and quantitative reasoning to occupy
a more central place in the teaching and learning of Science. Thus, the idea of atoms and molecules being
the building blocks of matter makes its appearance, as does Newton’s law of Gravitation.
The present syllabus has been designed around six broad themes viz. Food, Materials, the world of the
living, how things work, moving things, people and ideas, natural phenomenon and natural reasources.
Special care has been taken to avoid temptation of adding too many concepts than can be comfortably
learnt in the given time frame. No attempt has been made to be comprehensive.
At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin
to emerge. The students should be exposed to experiences as well as modes of reasoning that are typical
of the subject.

CLASS X
(Theory)
One Paper Marks: 60
Unit Marks
I. Chemical Substances 18
II. World of living 16
III. Effects of Current 10
IV. Light 8
V. Natural Resources 8
Total 60

Theme: Materials
Unit 1 : Chemical Substances - Nature and Behaviour Acids, bases and salts: General properties,
examples and uses, concept of pH scale, importance of pH in everyday life; preparation and uses of sodium
hydroxide, Bleaching powder, Baking soda, washing soda and Plaster of Paris.
Chemical reactions : Chemical Equation, Types of chemical reactions : combination, decomposition,
displacement, double displacement, precipitation, neutralization, oxidation and reduction in terms of gain and
loss of oxygen and hydrogen. Metals and non metals: General properties of Metals and Non-metals,

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reactivity series, Formation and properties of ionic compounds, Basic Metallurgical processes, corrosion
and its prevention.
Carbon Compounds : Covalent bonding in carbon compounds. Versatile nature of carbon, Nomenclature
of carbon compounds, Functional groups, difference between saturated hydrocarbons and unsaturated
hydrocarbons, Ethanol and Ethanoic acid (only properties and uses), soaps and detergents.
Periodic classification of elements : Modern Periodic table, Gradation in Properties.

Theme : The world of the living

Unit2 : World of Living
Life Processes : “living” things; Basic concept of nutrition, respiration, transport and excretion in plants
and animals. Control and Co-ordination in animals and plants:
Tropic movements in plants; Introduction to plant hormones; control and co-ordination in animals: voluntary,
involuntary and reflex action, nervous system; chemical co-ordination Animal hormones.
Reproduction:
Reproduction in animal and plants (asexual and sexual). Need for and methods of family planning. Safe sex
vs HIV/AIDS. Child bearing and women’s health. Heridity and evolution: Heridity; Origin of life: brief
introduction; Basic concepts of evolution.

Theme : How things work.

Unit 3 : Effects of Current
Potential difference and electric current. Ohm’s law; Resistance, Factors on which the resistance of a
conductor depends. Series combination of resistors, parallel combination of resistors; Heating effect of
Electric current; Electric Power, Inter relation between p/ V/ I and R.
Magnets: Magnetic field, field lines, field due to a current carrying wire, field due to current carrying coil
or solenoid; Force on current carrying conductor, Fleming’s left hand rule. Electro magnetic induction.
Induced potential difference, Induced current. Fleming’s Right Hand Rule, Direct current. Alternating
current; frequency of AC. Advantage of AC over DC. Domestic electric circuits.

Theme : Natural Phenomena

Unit 4 : Reflection of light at curved surfaces, Images formed by spherical mirrors, centre of curvature,
principal axis, principal focus, focal length. Mirror Formula (Derivation not required), Magnification.
Refraction; laws of refraction, refractive index. Refraction of light by spherical lens, Image formed by
spherical lenses, Lens formula (Derivation not required), Magnification. Power of a lens; Functioning of a
lens in human eye, problems of vision and remedies, applications of spherical mirrors and lenses. Refraction
of light through a prism, dispersion of light, scattering of light, applications in daily life.

Theme : Natural Resources

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Unit 5 : Conservation of natural resources: Management of natural resources. Conservation and judicious
use of natural resources. Forest and wild life, coal and petroleum conservation. Examples of People’s
participation for conservation of natural resources.
The Regional environment : Big dams: advantages and limitations; alternatives if any. Water harvesting.
Sustainability of natural resources.
Sources of energy : Different forms of energy, conventional and non-conventional sources of energy: fossil
fuels, solar energy; biogas; wind, water and tidal energy; nuclear. Renewable versus nonrenewable sources.
Our Environment : Eco-system, Environmental problems, their solutions. Biodegradable and non
biodegradable, substances ozone depletion.

PRACTICAL
L1ST OF EXPERIMENTS
Marks : 40 (20+20)
1. To find the pH of the following samples by using pH paper/universal indicator.
i) Dilute Hydrochloric acid
ii) Dilute NaOH solution
iii) Dilute Ethanoic acid solution
iv) Lemon juice
v) Water
vi) Dilute Sodium Bicarbonate Solution.
2. To study the properties of acids and bases Hel & NaOH by their reaction with
i) Litmus solution (Blue/Red)
ii) Zinc metal
iii) Solid Sodium Carbonate
3. To determine the focal length of
a) Concave mirror
b) Convex lens by obtaining the image of a distant object.
4. To trace the path of a ray of light passing through a rectangular glass slab for different angles of
incidence Measure the angle of incidence, angle of refraction, angle of emergence and interpret the
result.
5. To study the dependence of current (I) on the potential difference (V) across a resistor and
determine its resistance. Also plot a graph between V and l.
6. To determine the equivalent resistance of two resistors when connected in series.
7. To determine the equivalent resistance of two resistors when connected in parallel.
8. To prepare a temporary mount of a leaf peel to show stomata.

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9. To show experimentally that light is necessary for photosynthesis.
10. To show experimentally that carbon dioxide is given out during respiration.
11. To study (a) binary fission in Amoeba and (b) budding in yeast with the help of prepared slides.
12. To determine the percentage of water absorbed by raisins.
13. To perform and observe the following reactions and classify them into :
i) Combination Reaction
ii) Decomposition Reaction
iii) Displacement Reaction
iv) Double Displacement Reaction
1. Action of water on quick lime.
2. Action of heat on Ferrous Sulphate crystals
3. Iron Nails kept in copper Sulphate solution
4. Reaction between Sodium Sulphate and Barium chloride solutions.
14. a) To observe the action of Zn, Fe, Cu and AI metals on the following salt solutions.
i) ZnS04 (aq.)
ii) FeS04 (aq.)
iii) CuS04 (aq.)
iv) Al2 (504)3 (aq.)
b) Arrange Zn, Fe, Cu and AI metals in the decreasing order of reactivity based on the above
result.
15. To study the following properties of acetic acid (ethanoic acid) :
i) odour
ii) solubility in water
iii) effect on litmus
iv) reaction with sodium bicarbonate
SCHEME OF EVALUATION :
School-based hands-on practical examination. 20 Marks
RECOMMENDED BOOKS :
Science-Text book for class IX - NCERT Publication
Science-Text book for class X - NCERT Publication

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 SOCIAL SCIENCE
(Code No. 224)
BRIEF
Social Sciences is a compulsory subject upto secondary stage of school education. It is an integral
component of general education because it helps the learners in understanding the environment in its totality
and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial
importance because it helps them grow into well-informed and responsible citizens with necessary attributes
and skills for being able to participate and contribute effectively in the process of development and nation-
building.
The social sciences curriculum draws its content mainly from geography, history, civics and economics.
Some elements of sociology and commerce are also included. Together they provide a comprehensive view
of society-over space and time, and in relation to each other. Each subject’s distinct methods of enquiry
help the learners study society from different angles and form a holistic view.
OBJECTIVES
The main objectives of this syllabus are:
to develop an understanding of the processes of change and development-both in terms of time and space,
through which human societies have evolved.
To make learners realise that the process of change is continuous and any event or phenomenon or issue
cannot be viewed in isolation but in a wider context of time and space.
to develop an understanding of contemporary India with its historical perspective, of the basic framework
of the goals and policies of national development in independent India, and of the process of change with
appropriate connections to world development.
To deepen knowledge about and under standing of lndia’s freedoms truggle and of the values and ideals
that it represented, and to developanap preciation of the contributions made by people of all sections and
regions of the country.
To help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them
for their roles and responsibilities as effective citizens of a democratic society.
to deepen the knowledge and understanding of India’s environment in its totality, their interactive processes
and effects on the future quality of people’s lives
to facilitate the learners to understand and appreciate the diversity in the land and people of the country
with its underlying unity.
To develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the
need for its preservation.
To promote an understanding of the issues and challenges of contemporary India environmental, economic
and social, as part of the development process.
to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society
as individuals and groups and learn the art of living a confident and stress-free life as well as participating
effectively in the community
To develop scientific temper by promoting the spirit of enquiry and following a rational and objective
approach in analysing and evaluating data and information as well as views and interpretations
To develop academic and social skills such as critical thinking, communicating effectively both in visual and
verbal forms- cooperating with others, taking initiatives and providing leadership in solving others’, problems
to develop qualities clustered around the personal, social, moral, national and spiritual values that make a
person humane and socially effective.

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 CLASS X
Theory Paper l
3 Hours Marks 80+20

for internal assessment

Marks

Unit 1 :India and the contemporary World -II 20

Unit 2 :India - Resources and their Development 18

Unit 3 :Democratic Politics II 18

Unit 4 :Understanding Economics -II 16

Unit 5 :Disaster Management 8

Internal Assessment
1. Tests (formative and summative) 10

2. Assignments (School & Home assignments) 05

3. Project work 05

- 50 -
 Unit 1 : India and the Contemporary World-II

Theme Objectives

Students are required to choose any two themes The theme will discuss the forms in which nationalism
each from the first two sub units and one from the developed along with the formation of nation states
third sub-unit. In sub-unit 1.1/ theme 3 is compulsory. in Europe in the post-1830 period.
For second theme in that subunit, students are
required to choose anyone from the first two themes. Discuss the relationship/difference between European
nationalism and anti-colonial nationalisms.
Thus all students are required to study five themes
in all. Point to the way the idea of the nation states
Sub-unit 1. 1 : Events and processes : became generalized in Europe and elsewhere. Discuss
the difference between French colonialism in
1. Nationalism in Europe:
Indochina and British colonialism in India.
(a) The growth of nationalism in Europe after the
1830s. (b) The ideas of Giuseppe Mazzini etc. Outline the different stages of the anti imperialist
(c) General characteristics of the movements struggle in Indochina.
in Poland, Hungary, Italy, Germany and Greece.
Familiarize the students with the differences between
2. Nationalist Movement in Indo China: nationalist movements in Indo China and India.
Factors leading to growth of rationalism in
Discuss the characteristics of Indian nationalism
India
through a case study of Civil Disobedience
(a) French colonialism in Indochina. (b) Phases of Movement.
struggle against the French. (c) The ideas of Phan
Dinh Phung, Phan Soi Chau, Nguyen Ac Quoc Analyze the nature of the diverse social movements
(d) The second world war and the liberation struggle. of the time.
(e) America and the second Indochina war.
Familiarize students with the writings and ideals of
3. Nationalism in India : Civil Disobedience
different political groups and individuals, notably
Movement (a) First world war, Khilafat and Non-
Mahatama Gandhi.
Cooperation. (b) Salt Satyagraha. (c) Movements
of peasants, workers, tribals. (d) Activities of different
political groups.

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 Theme Objectives

Sub-unit l.2 : Economies and livelihoods: 4. discuss two different patterns of industrialization/one
in the imperial country and another within a colony.
Industrialization 1850s - 1950s : (a) Contrast
between the form of industrialization in Britain and Show the relationship between different sectors of
India. (b) Relationship between handicrafts and production.
industrial production, formal and informal sectors.
(c) Livelihood of workers. Case studies.: Britain Show the difference between urbanization in two
and India. different contexts. A focus on Bombay and London
will allow the discussions on urbanization and
5. Urbanization and urban lives: (a) Patterns of
industrialization to complement each other.
urbanization (b) Migration and the growth of towns.
(c) Social change and urban life. (d) Merchants, Show that globalizaton has a long history and point
middle c1asses, workers and urban poor. to the shifts within the process.

Case studies : London and Bombay in the

Analyze the implication of globalization for local
nineteenth and twentieth century.
economies.
6. Trade and Globalization: (a) Expansion and
Discuss how globalization is experienced differently
integration of the world market in the nineteenth and
by different social groups.
early twentieth century. (b) Trade and economy
between the two Wars. (c) Shifts after the 1950s. Discuss the link between print culture and the
(d) Implications of globalization for livelihood patterns.
circulation of ideas.
Case study : The post War International Economic
order, 1945 to 1960s. Familiarize students with pictures, cartoons, extracts
from propaganda literature and newspaper debates
Sub-unit 1.3 : Culture, Identity and Society
on important events and issues in the past.
7. Print culture and nationalism. (a) The history
Show that forms of writing have a specific history,
of print in Europe. (b) The growth of press in
nineteenth century India. (c) Relationship between and that they reflect historical changes within society
print culture, public debate and politics. and shape the forces of change. Familiarize students
with some of the ideas of writers who have had a
8. History of the novel: (a) Emergence of the powerful impact on society.
novel as a genre in the west. (b) The relationship
between the novel and changes in modern society.
(c) Early novels in nineteenth century India. (d) A
study of two or three major writers. Sub-unit 1.4:
Map Work (2 Marks)

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 Unit 2 : India - Resources and their Development

Theme Objectives

1. Resources: Types - natural and human; Need Understand the value of resources and the need for
for resource planning. their judicious utilisation and conservation; Identify
various types of farming and discuss the various
2. Natural Resources: land as a resource, soil farming methods; To describe the spatial distribution
types and distribution; changing land-use pattern; of major crops as well as understand the relationship
land degradation and conservation measures. between rainfall regimes and cropping pattern;
3. Forest and Wild life resources: types and Explain various government policies for institutional
distribution ,depletion of flora and fauna; conservation as well as technological reforms since independence;
and protection of forest and wild life. Understand the importance of forest and wild life in
our environment as well as develop concept towards
4. Agriculture: types of farming, major crops,
depletion of resources.
cropping pattern, technological and institutional
reforms; their impact; contribution of Agriculture to Understand the importance of agriculture in national
national economy - employment and output. economy;

Understand the importance of water as a resource

5. Water resources : sources, distribution,
as well as develop awareness towards its judicious
utilisation, multi-purpose projects, water scarcity,
use and conservation;
need for conservation and anagement, rainwater
harvesting. (One case study to be introduced) Discuss various types of minerals as well as their
uneven nature of distribution and explain the need
6. Mineral Resources : types of minerals, for their judicious utilisation;
distribution, use and economic importance of
minerals, conservation. Discuss various types of conventional and
nonconventional resources and their utilization
7. Power Resources : types of power resources : Discuss the importance of industries in the national
conventional and non-conventional, distribution and economy as well as understand the regional
utilization, and conservation. disparities which resulted due to concentration of
industries in some areas;
8. Manufacturing Industries : Types, spatial
distribution, contribution of industries to the national Discuss the need for a planned industrial
economy, industrial pollution and degradation of development and debate over the role of government
environment, measures to control degradation. (One towards sustainable development; To explain the
importance of transport and communication in the
case study to be introduced)
ever shrinking world; To understand the role of
9. Transport, communication and trade trade in the economic development of a country,

10. Map Work (4 marks)

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 Unit 3 : Democratic Politics II

Theme Objectives
1. Power sharing mechanisms in democracy Analyse the relationship between social cleavages
Why and how is power shared in democracies? and political competition with reference to Indian
How has federal division of power in India helped situation.
national unity? To what extent has decentralisation Understand and analyse the challenges posed by
achieved this objective? How does democracy communalism to Indian democracy.
accommodate different social groups?
Understand the enabling and disabling effects of
2. Working of Democracy caste and ethnicity in politics.
Are divisions inherent to the working of democracy? Develop a gender perspective on politics. Introduce
What has been the effect of caste on politics and of students to the centrality of power sharing in a
politics on caste? How has the gender division democracy.
shaped politics? How do communal divisions affect Understand the working of spatial and social power
democracy? sharing mechanisms.
3. Competition and contestations in democracy Analyse federal provisions and institutions.
Understand the new Panchayati Raj institutions in
How do struggles shape democracy in favour of
rural and urban areas.
ordinary people? What role do political parties play
in competition and contestation? Which are the Understand the vital role of struggle in the expansion
major national and regional parties in India? Why of democracy.
have social movements come to occupy large role Analyse party systems in democracies. Introduction
in politics? to major political parties in the country.

4. Outcomes of democracy Analyse the role of social movements and nonparty

political formations
Can or should democracy be judged by its outcomes?
Introduction to the difficult question of evaluating
What outcomes can one reasonably expect of
the functioning of democracies Develop the skills of
democracies? Does democracy in India meet these
evaluating Indian democracy on some key
expectations? Has democracy led to development,
dimensions : development, security and dignity for
security and dignity for the people? What sustains
the people.
democracy in India?
Understand the causes for continuation of democracy
5. Challenges to democracy
in India.
Is the idea of democracy shrinking? What are the Distinguish between sources of strength and
major challenges to democracy in India? How can weaknesses of Indian democracy
democracy be reformed and deepened? What role Reflect on the different kinds of measures possible
can an ordinary citizen play in deepening democracy?
to deepen democracy Promote an active and
participatory citizenship.

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 Unit 3 : Democratic Politics II

Theme Objectives
1. The Story of Development : Familiarisation of some macroeconomic concepts.
The traditional notion of development; National Sensitizing the child about the rationale for overall
Income and Per-capita Income. Growth of NI human development in our country, which include
critical appraisal of existing development indicators
the rise of income, improvements in health and
(PCI, IMR, SR and other income and health
indicators) The need for health and educational education ratherthan income.
development; Human Development Indicators (in It is necessary to raise question in minds of the
simple and brief as a holistic measure of development. children whether the increase in income alone is
The approach to this theme: Use case study of three sufficient for a nation.
states (Kerala, Punjab and Bihar) or take a few
How and why people should be healthy and provided
countries (India, China, Sri Lanka and one developed
country) with education.

2. The Role of Service Sector in Indian

Economy : What is service sector (through Familiarize the concept of money as an economic
examples) : Importance of Service Sector in concept;
generating employment and income to the nation
(with the help of a few case studies); Growth of Create awareness of the role of financial institutions
Service Sector in India; India as a major service from the point of view of day-to-day life.
provider to the world; The need for public
investment; The role of important infrastructure,
education and health
3. Money and Financial System: Role of money
in an economy: Historical origin; Formal and Informal To make aware of a major employment generating
financial institutions for Savings and Credit- General sector.
Introduction; Select one formal institution such as a
nationalized commercial bank and a few informal Sensitise the learner of how and why governments
institutions; Local money lenders, landlords, self invest in such an important sector.
help groups, chit funds and private finance
companies.
4. Globalisation : What is Globalisation (through
some simple examples); How India is being Provide children with some idea about how a
globalised and why ; Development Strategy priorto particular economic phenomenon is influencing their
1991. State Control of Industries : Textile goods as surroundings and day-to-day life.
an example for elaboration; Economic Reforms
1991; Strategies adoped in Reform measures (easing
of capital flows; migration, investment flows);
Different perspectives on globalisation and its impact
on different sectors; Political Impact of globalisation.

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 Unit 5 : Disaster Management
Tsunami

Safer Construction Practices.

Survival Skilis.

Alternate Communication systems during disaster.

Sharing Responsibility

Prescribed Textbooks :

1. India and the Contemporary World-II (History) - Published by NCERT

2. Contemporary India II (Geography) - Published by NCERT

3. Democratic Politics II (Political Science) - Published by NCERT

4. Understanding Economic Development II - Published by NCERT

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 HOME SCIENCE
(Code No. 225)
CLASS X

There shall be one theory paper of 75 marks and 3 hours duration and practical examination of
25 marks and 3 hour duration.

Part - I
Marks : 40
Unit - I : Home a clean comfortable and attractive place to live and work. 8 marks
Unit - II : Care of Home and its equipment cleaning of floor, walls, furniture,
equipment etc. including utensils and other accessories. 8 Marks
Unit - III : Budgeting of family income to meet family needs and plants 8 Marks
Unit - IV : Purchase of household item : quality, cost, utility 8 Marks
(a) Safety in Home
(b) Safe storage of cleaning agents and drugs
(c) First and treatments of burns and cuts, etc. 9 Marks

Part - II
Marks : 35
(Textile and Clothing)
Unit - I : Section, care operations of sewing machine 10 Marks
Unit - II : Fabrics : types of fabrics, their characteristics 10 Marks
Unit - III : Selection of clothing - Factors affecting selection such as durability,
beauty comfort, season, texture, etc. 10 Marks
Unit - IV : Basic embroidery stitches 5 Marks

PRACTICALS
(1) Floor decoration using alpha paints, flowers and leaves, etc.
(2) Cleaning of metal(s) & household for one week and discuss the pattern.
(3) Record your family expenditure for one week and discuss the pattern.
(4) Market survey of cost and quality of household items.
(5) First Aid burns and cuts, etc.
(6) Cleaning and care of sewing machines.
(7) Collection of fabric sample and discussions of their characteristics.
(8) Embroidery on cushion cover/s of backs.

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 BUSINESS ADMINSITRATION
(Code No. 226)
CLASS X

BRIEF

Note: Any one of the following three are a scan be offered :

I. Elements of Business
or
II. Elements of Book Keeping and Accountancy or
III. Typewriting-English or Hindi

ELEMENTS OF BUSINESS
Objective : The objective of this paper is to provide elementary knowledge of the different aspects of
business.
One Paper 100 Marks
I. Office Routine : Different departments of Business
establishment, handling inward and outward
mail, Filing and indexing methods, copying
and duplicating methods. 20
II. Business Correspondence : Essential forms of a good
business letter, writing of simple business letters of enquiry,
quotations, order reference, advice and complaints 20
III. Bank’s : Functions of a Bank, Kinds of account and their
operation; bank drafts, travelier’s cheques, Post Office
Saving Bank 20
IV. Negotiable lnstruments : Nature, kinds of cheques,
endorsement, crossing, dishonouring of acheque 20
V. Bills of Exchange : Kinds, parties, negotiation, endorsing,
dishonouring, Promissory notes and Hundies 20

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 COMPUTER SCIENCE &
INFORMATION TECHNOLOGY
(Code No. 227)
CLASS X
Examination Specification
Computer has permeated in every walk of life. This subject offers scope for computer-added learning. it
also facilitates developing a generation of knowledge workers.
Learning Objectives
General :
1. To familiarize with basics of information technology
2. To develop basic skills of using tools for word processing, presentation and database management
3. To appreciate use of IT in various domains.
Specific :
1. Cognitive domain: Knowledge and understanding
To develop basic understanding of IT system operations and information accessing tools
2. Psychomotor domain : Skills
To develop skills in using tools of word processor, to manage database, to make graphs, to analyse
reports using spreadsheets and to develop web pages.
3. Affective domain: Personality traits
To develop habit of team work and structured presentation.
CLASS X
Unitwise Periods/Weightage - Theory and Practicals
CLASS X
Unit wise Periods/Weightage - Theory and Practical
Unit Topic Theory Period Marks Practical
Practical Theory
1 IT Basics 08 05 10 05
2 IT Tools 17 30 30 30
MS-Office
MS-Access (05) (10) (10) (10)
HTML (12) (20) (20) (20) (20)
3 IT Application 00 15 00 25
Total 25 50 40 60
One Paper Class-X Time: Marks: 40

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THEORY

UNIT I : IT BASICS

Internet : World Wide Web, Web Servers, Web sites, Web Pages, Web Browsers, HTML, Web address,
Email address, URL, HTTP.
Services available on Internet: Information Retrieval, Electronic Mails, Locating sites using search
engines and finding people on the net, Chat, Video Conferencing, FTP/ Downloading and Uploading files
from or to remote site, Newsgroup.

UNIT 2 : IT TOOLS
MS-Office
MS Access :
Basic Concepts and need for a database, Creating a database, Setting the Primary Key, Entering data into
a database, Inserting and deleting fields, Inserting and deleting Records, Data Validation: Field Size, Default
Value Validation Rule, Validation Text, Required, Allow Zero Length.
HYPERTEXT MARK UP LANGUAGE
Basic Concept of Web Browsers with emphasis on popular browsers Internet Explorer and Netscape
Navigator.
HTML Fundamentals:
Introduction to Web Page Designing using HTML, Creating and saving an HTML document, Elements in
HTML Container and Empty elements, Designing web pages using the following elements:
HTML, HEAD, TITLE, BODY (Attributes: BACKGROUND, BGCOLOUR, TEXT, LINK, ALINK,
VLINK, LEFTMARGIN, TOPMARGIN), FONT (Attributes: COLOUR, SIZE, FACE), BASEFONT
(Attributes :COLOUR, SIZE, FACE), CENTER, BR (Break), HR (Horizontal Rule, Attributes: SIZE,
WIDTH, ALIGH, NOSHADE, COLOUR), COMMENTS, ! for comments, H1.. H6 (Heading), P
(Paragraph), B(Bold), I (Italics), U (Underline), UL & OL (Unorder List & Ordered List Attributes: TYPE,
START, LI (List Item), Insertion of images using the element IMG (Attributes: SRC, WIDTH, HEIGHT,
ALT, ALIGN) Internal and External Linking between Web Pages: Signficance of linking, A-Anchor Element
(Attributes: NAME HREF, TITLE, ALT)

UNIT 3 : IT APPLICATIONS
Students are suggested to work on the following areas using Access and HTML on topics implementing the
tools covered in the course.
Domains:
Database
* Personal Data Management System

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* Employee Payroll
* Stock Inventory
Website Designing
* Traveland Tourism
* Rurallndia
* Environment and Pollution

NOTE
I. Teachers are requested to domonstrate some other popular software for word processing.
Presentation, Spreadsheet, Database Management, system which support Hindi and/or some other
Indian language (s)
(Leap Office is an example of Office suite with Indian Language support)
II. Students are suggested to prepare some document/presentations of their IT Application report file
in Indian Language(s).
CLASS X
PRACTICAL
Practical Paper Examination Duration Marks
One 4 Hours 60
Practical Paper Examination Duration Marks Period in year

30 Marks
Design of a Practical Question Paper
There is no pre-set question paper provided by BSTE for conducting practical examination. This flexibility
has been provided to give more freedom to the examiners for the improvement of practical examination,
keeping in view the resources and other facilities available in the laboratory of the School. However, detailed
instructions on the basis of syllabus, distribution of marks and conduction of practical examination have been
provided. The internal examiner and the external examiner together set the question paper according to the
prescribed curriculum and distribution of marks.
I. MS ACCESS 8 MARK S
II. HTML 22 MARKS
I. MS Access :
A problemin MS Access related to so me of the tools given below to be tested during the examination:
Creating and entering datain to a data base Setting the primary key Data Validation
II. HTML*
A Problemon Web Pagedesigning (Minimum 2 pages) to be given which will cover some of the following
HTML elements :
<HTML>,<HE AD>,<TITLE>,
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<BODY> Font Styles : <B>,<i>,<U>
<FONT>-FACE, SIZE
<CENTER>
<P>-ALIGN
<A>
<IMG SR C>
Comments:<!>
The students are supposed to know the tools and style for designing domain specific web pages from real
life applications and the topic mentioned in the syllabus
Break up of marks (HTML)
Visual Effect : 8
Linking : 4
Coding : l0
*Print outs of the documents(s) should be attached with the answer sheet

(B) IT APPLICATION REPORT FILE 20 Marks

Students are supposed to make a IT Applications Report File Containing Real life assignment/ presentations
using MS Access and HTML on topic from the domain :
Must have print outs of the f llowing :
Documents of MS Access (At least 5)
HTML source code along with browser view(At least 10)

(C) VIVA VOCE 10 Marks

The questions can be asked from any portion of the syllabus covered during Class IX and Class X. NOTE-
Teachers are suggested to give first-hand demonstration covering the aspects such as :
Connecting to internet, Using popular Search Engines, Web Browsing, Opening E-mail accounts, Sending
and Receiving E-mails/Downloading files and pictures.
Infrastructure
Following minimum infrastructure requirement is suggested keeping in view of the existing.
Iinfrastructure
Following minimum infrastructure requirement is suggested keeping in view of the existing infrastructure
Software :
* WIN 96+

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* MS-Office 95+
* Leap Office 2000
* Netscape Navigator
* Internet Explorer
Minimum hardware requirement :
* 486 Multimedia Machine
* 16 MB RAM
* 4.3 GB HDD
Internet connection :
* TCP/IP
Student Machine ratio : 2 : 1 Teacher’s Qualification :
* Graduate (B.Sc. Comp)
* Graduate with ‘A’ Level
* Graduate with PGDCA (minimum land half years) from a recognized institute/university
Magazine/Journal/Video Film
* PC Quest
* Chip
* PC World
* Computer@home
* Computer Today
* Microsoft training software
* C-DAC’s ADIT course material

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 DRAWING & PAINTING
(Code No. 228)
CLASS X

Examination Specification
One Paper 3 hours 100 Marks
(i) Still Life Study 50
Study of a group of two or three arranged objects from
a fixed point of view in colour. Group may include,
vegetables, foliage and objects of daily use.

(ii) Sketches from Life and Nature in Pencil and Ink. 20

(iii) Submission of portfolio consisting offive selected 30

works done during the year.

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